Thesis title:

Educators’ competences in Environmental and Sustainability

Education: theoretical and practical perspectives towards
transformational education in times of global crisis.

Candidate:
Andrea del Carmen Corres Gallardo

University:
Universitat Oberta de Catalunya-UOC

Doctoral program:
Information and Knowledge Society

Thesis director:
PhD. Isabel Ruiz-Mallén-UOC

Thesis committee members:

PhD. Marco Rieckmann-University of Vechta
PhD. Anna Espasa Roca-UOC

Thesis deposit date:

January 27th, 2023
 DEDICATION
To the invisible force that some called love, others God being behind the biggest
hopes and dreams of all, for inspiring me towards contributing to a more loving, just, and
peaceful world.
To my dad, who encouraged me so much to start this journey, although this virus
took his physical presence, I keep feeling his love and encouragement to seek my dreams
towards another possible world. I know you are proud.
To my mom and brother, who have believed in my ability to finish this doctoral
project, being present despite the physical distance, but also taking flights to remind me
there is no ocean wide enough, nor pandemic frightening enough to keep us apart.
To my husband, who, especially during the difficult times that this pandemic
brought, as well as in those that required a maximum effort to carry out this thesis, knew
like no other how to be there, to encourage and offer new perspectives. You help me keep
this study rooted in my deepest dreams.
To the rest of my family, friends, and companions for asking me over and over
about how my thesis went and what it was about. Without knowing, you helped me to
better communicate this study, but more importantly, to reconnect its most profound
purpose.
To my thesis director, who has taught me the importance of grounding the great
dreams and hopes of a more sustainable world into concrete, achievable and co-
constructed projects. For all the patience and encouragement during the harsh times this
global crisis involved to this project, but also to me personally.
To my previous teachers and thesis advisors during my master’s and bachelor’s
degrees in Mexico for inspiring me to achieve this journey with discipline, critical sense,
and justice-oriented.
To all educators that, as Sowers, every day nurture the seeds of a more sustainable
world for humans and the more than human world.

3
 ABSTRACT
The main research subject of this thesis is understanding the competences that educators
in Environmental and Sustainability and Education (ESE) working in diverse learning
settings (i.e., formal and non-formal) need to develop to make education more
transformational in a global crisis context. This thesis contributes to this field of research
by shedding light on how the different ways ESE competences are understood at the
theoretical level and operationalized in practice can shape educators’ transformational
capacities in ESE while analyzing potential intrinsic and contextual influences in
educators’ competences. The thesis also deals with the recent COVID-19 pandemic that
forced educators to increase the use of digital technologies (DT) by examining how the
resulting opportunities and challenges connected with their competences in ESE.

First, I conducted a systematic review of competence frameworks and models for

educators in ESE to explore the conceptual approaches defining educators’ competences
and particularly those addressed to promote transformational education. Additionally, the
most common competences in the reviewed documents were Critical Thinking,
Participation in community, and Connections. However, other competences highly
associated with transformational education in the literature, such as Emotions
Management, Futures, and Achieving Transformation, received less attention from the
reviewed frameworks regarding both theoretical and pedagogical levels.

Next, during the COVID-pandemic, I implemented a case study in the Barcelona

Metropolitan Area, where diverse ESE settings co-exist. Here, I conducted 18 online
interviews with ESE educators working in formal and non-formal settings. Two separate
analyses took place from the collected data. For the first analysis, I conducted a content
analysis of the interviews qualitatively and quantitatively to explore the main
competences these educators perceived as needed for their role as well as the interlinkages
between these and their motivations for ESE and their teaching challenges. Across both
contexts, Transdisciplinarity was particularly relevant, while also associated with their
motivations and challenges perceived. Systems and Participation were differently
perceived as crucial for their teaching practice depending on the educational setting.
While formal educators’ discourses highlighted the relevance of Systems and connected
this competence with their motivations and challenges, non-formal educators provided
more value to Participation and barely associated it with their challenges. Interestingly,

4
Empathy was reported as less relevant for their role in both settings, but it was especially
interlinked with their motivations and challenges in non-formal settings.

The second analysis of the interviews’ data focused on how ESE educators
perceived opportunities and difficulties related to the forced adoption of digital
technologies during the COVID-19 lockdowns and how these connected with their
competences in ESE. My findings show that both formal and non-formal educators
perceived motivational challenges. Non-formal educators reported a broader range of DT
than those in formal settings and highlighted the difficulty of sustaining the impact on
environmental learning when replacing face-to-face methods with DT. Educators’
experiences seem to be less related to their previous use of DT and more to mastering
specific competences in ESE that can help them deal with emotions, such as Empathy.

Overall, the findings of this thesis show that educators' competences from
the cognitive and behavioral dimensions of learning, such as Systems and
Participation, are receiving more theoretical and practical attention than those
competences from the socio-emotional dimension, such as Empathy and
Transdisciplinarity. My empirical evidence also shows that these last two competences
are interlinked with the teaching challenges educators experienced, particularly in the
non-formal setting, also during the COVID-19 pandemic lockdown when most of them
were forced to increase the use of DT. Thus, my findings point out a dual necessity when
developing educators' competences in ESE for a more transformational education:
to strengthen the conceptual approach towards competences from the socio-emotional
dimension of learning that are now theoretically unaddressed and, to guide more tailored
and suitable future training developments for promoting these competences while
considering the different educational contexts and particular challenges.

5
Acknowledgments
I want to thank for the great support and encouragement I have received from my thesis
director Isabel Ruiz-Mallén. I am immensely grateful for your guidance and feedback since
I was doing my master’s degree in Mexico and for accepting me as your student on those
bus rides from Castelldefels; at that time, I thought I was going to be in Barcelona just for a
couple of months. For also introduced me to worldwide researchers in Barcelona and other
parts of Europe. Thank you to the incredible TURBA research group, I have felt this space
as my home too. I’m also thankful for TURBA’s financial support to publish in an open-
access and peer-reviewed journal and for supporting my travel expenses to Germany, which
complemented my online research stay. From TURBA, I especially thank Mar Satorras and
Maria Heras for their valuable help in piloting the interview guide and Ramon Ribera, who
has greatly supported me in the ups and downs of finishing a thesis in the middle of a global
and health crisis. I also want to extend special gratitude to Marco Rieckmann and Anna
Espasa for their help and support as members of my PhD thesis committee. Marco has been
a pivotal mentor in comprehending this topic at the European and Latin-American levels.
Thank you for receiving me at the University of Vechta virtually and in person and inviting
me to collaborate in the transformational projects you are part of. Also, to the University of
Vechta for the financial support of my research visit. To all UOC staff for helping me in this
journey, especially the Doctoral School staff, the psychology health service team, and the
physiotherapy service staff. I am incredibly thankful for the fantastic opportunity the
Fundació per a la Universitat Oberta de Catalunya gave me by offering me the UOC Doctoral
grant to fulfill this endeavor dedicating me full-time to do so, for the support to extend the
research contract for the length of the lockdown, these allowed further in-person meetings
that were key to the development and closure of this study, as well as for the complimentary
grant to present part of my thesis results in the 11th World Environmental Education
Congress in Prague. I also want to express my profound gratitude for all the support I
received during my previous formation in Mexico from public institutions such as
CONACyT, Universidad Autonoma de Queretaro, and Universidad de Guanajuato that hold
researchers of great expertise and humanity, especially to Gabriela Luna and Evelyn Diez,
for mentor my previous dissertations, advise me and write recommendation letters to enter
to this PhD program. And finally, I want to thank the anonymous environmental and
sustainability educators that I was honored to interview and learn from their experiences,
motivations, and challenges, I hope the findings of my PhD thesis are helpful to make your
job more transformational and, therefore, meaningful.
Ph.D.-related publications:
Corres, A., Rieckmann, M., Espasa, A., & Ruiz-Mallén, I. (2020). Educators
Competences in Sustainability Education: A Systematic Review of Frameworks.
Sustainability, 12(23), 9858. https://doi.org/10.3390/su12239858

Corres, A., & Ruiz-Mallén, I. (accepted). Digital technologies and the COVID-19
pandemic: opportunities and challenges for environmental educators in Barcelona.
Journal of Environmental Education
List of Abbreviations
Presented here in alphabetical order.

B/D: Be and Do (bridge group of the Typology of Competences)

CESC: Education for Sustainability from the perspective of Complexity
ConSus: Connecting Science-Society Collaboration for Sustainability Innovation.
COVID-19: Coronavirus disease 2019
CSCT: Competencies for ESD teachers
D1-D14: Documents reviewed 1 to 14
DT: Digital Technologies
E1-E18: Educators interviewed 1 to 18, anonymized.
EDINSOST: Education and Social Innovation for Sustainability
EE: Environmental Education
ESD: Education for Sustainable Development
ESE: Environmental and Sustainability Education
EU: European Union
F/NF: Formal and Non-Formal Education
HEI: Higher Education Institutions
IEEP: International Environmental Education Program
K/B: Know and Be (bridge group of the Typology of Competences)
KOM-BiNE: Competences for ESD in Teacher Education.
LtB: Learning to Be
LtD: Learning to Do
LtK: Learning to Know
LtLT: Learning to Live Together
NAAEE: North American Association for Environmental Education
NGO: Non-Governmental Organization
OECD: Organisation for Economic Co-operation and Development
RSP: A Rounder Sense of Purpose
SCEA: Societat Catalana de Educació Ambiental (Catalan Society of Environmental Education)
SD: Sustainable Development
SDG: Sustainable Development Goals
UN: United Nations
UNECE: The United Nations Economic Commission for Europe
UNEP: United Nations Environment Program
UNESCO: United Nations Educational, Scientific and Cultural Organization

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Table of Contents
CHAPTER 1. Introduction .......................................................................................................... 11
1.1. Research context ......................................................................................................... 11
1.2. Research objectives ..................................................................................................... 16
1.3. Dissertation structure................................................................................................... 18
CHAPTER 2. Theoretical approach ............................................................................................ 19
2.1. Environmental and Sustainability Education: The origins. .............................................. 19
2.2. Educators and Teachers Competences. ............................................................................ 22
2.3. Individual and contextual elements related to ESE educators’ competences ................... 28
2.4. COVID-19 implications to Educators’ competences in ESE in the Network and
Information Society. ................................................................................................................ 31
CHAPTER 3. Methods................................................................................................................ 36
3.1 Methodological Approach ................................................................................................. 36
3.2. Onto-epistemological and theoretical ground of methods used for data collection. ........ 37
3.3. Methodological Steps ....................................................................................................... 38
3.4. Ethical considerations ...................................................................................................... 54
3.5. Adjusts to research design due to the COVID-19 pandemic............................................ 55
CHAPTER 4. Results .................................................................................................................. 56
4.1 Educators’ competences frameworks and models in ESE ................................................ 56
4.2. Interlinkages between ESE educators’ competences, and their pedagogic challenges and
motivations. ............................................................................................................................. 71
4.3. Opportunities and challenges of using digital technologies during COVID-19 pandemic
from a competence perspective. .............................................................................................. 82
CHAPTER 5. Discussion ............................................................................................................ 90
5.1 Summary of the main discussion points ............................................................................ 90
5.2. Relevant educators' competences in ESE for transformational education across this study.
................................................................................................................................................. 91
5.3 Lack of conceptual definition of Sustainability and Competences in the reviewed
competence frameworks and models in ESE for educators. ................................................... 98
5.4. Differences between formal and non-formal educators in ESE in the use of digital
technologies during the first months of the COVID-19 pandemic........................................ 100
5.5. Methodological limitations. ........................................................................................... 101
CHAPTER 6. Conclusions ........................................................................................................ 103
6.1. Main findings ................................................................................................................. 103
6.2. Practical implications ..................................................................................................... 105
6.3. Further research .............................................................................................................. 107
REFERENCES .......................................................................................................................... 109

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APPENDIX A: Systematic Review’ discarded papers. ............................................................ 125
APPENDIX B: Interview Guide. .............................................................................................. 181
APPENDIX C: Example of Learning Outcomes and Underpinning Components used in the
codification process of Phase II. ............................................................................................... 184
APPENDIX D: Competences emphasized sorted by educational context in Phase II. ............ 194
APPENDIX E: Motivations related to RSP competences sorted by context in Phase II. ......... 195
APPENDIX F: Challenges related to RSP competences sorted by educational context in Phase II.
................................................................................................................................................... 196

Tables Index
Table 1. Analyzed academic articles (*) in the systematic review. ............................................ 40
Table 2. Codes names and description. ...................................................................................... 42
Table 3. Competences groups presented as a learning experience process. ............................... 43
Table 4. Interviewees’ socio-demographic information. ............................................................ 45
Table 5. The RSP framework of competences for ESE educators. ............................................ 47
Table 6. Motivations and drivers towards being interested in ESE. ........................................... 48
Table 7. Fields where educators perceived challenges. .............................................................. 50
Table 8. Interviewed ESE educators’ socio-demographics traits involved in Phase III. ........... 52
Table 9. Codes used in the analysis. ........................................................................................... 53
Table 10. Frameworks and models used in the reviewed papers and related projects. .............. 57
Table 11. Competences name, group and definition, and the studies naming them(*). ............. 63

Figures Index
Figure 1. The UNECE Competences ......................................................................................... 27
Figure 2. Drivers behind educators’ interest in ESE. ................................................................. 31
Figure 3. Summary of Data Collection....................................................................................... 40
Figure 4. Typology of competences and percentage of their presence in the reviewed frameworks,
by groups of competences. .......................................................................................................... 68
Figure 5. Formal context analysis. ............................................................................................. 78
Figure 6. Non-formal context analysis ....................................................................................... 78
Figure 7. Relation between environmental educators’ perceived difficulties and opportunities
when using digital technologies during the pandemic and educators’ competences in ESE as
identified in interviewees’ discourse. .......................................................................................... 86

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 CHAPTER 1. Introduction

“In the end, we will conserve only what we love;

we will love only what we understand
and we will understand only what we are taught.”
-Babe Dioum

1.1.Research context

A teacher in Mexico told me a couple of years ago that every year, at the beginning
of the course she asked her students at the primary school level: What is your dream for
the world’s future? How do you imagine the future? She expected similar answers to the
ones she had been listening to over the years, like: “there will be flying cars”, “people
will teleport” or “there will be robots in restaurants”. But that didn’t happen. Instead,
students answered: “there will not be a future since there will not be a planet”. Surprised
and saddened, she asked their students at the secondary school level the same. They stated
in different words but with the same essence: “Teacher, there will be no future. Why
should we bother?” This teacher confessed to me that deep inside her, she was starting to
have the same feelings and perceptions as her students. She wondered if it were not better
to live for today since tomorrow, she wouldn’t be able to enjoy life due to the
environmental situation. In Greta Thunberg’s words, one of the most famous voices in
environmental activism nowadays: “Why should we study when our future is being taken
from us? That is being sold for profit” (Carlisle, 2019, p. 6).

Intending to contribute to a more transformational education (UNESCO, 2021a,

2022; Yacek, 2020), at the beginning of this thesis research, I broadly wonder what kind
of competences an educator in Environmental and Sustainability Education (ESE from
now on) needs in order to overcome these and other challenges at the time of this global
crisis that prevents ESE from being truly transformational? What does the scientific
literature tell us about these competences? Then, as the doctoral research continues
developing, the questions became more complex: How individual factors, as their own
motivations, could be related to their competences to pursue environmental and
sustainability education? How are other contextual elements, such as being in a formal or
non-formal institution, and their differential teaching challenges, associated with the
competences they need to overcome these? After the hit of the COVID-19 pandemic,
further questions emerged, such as: How have environmental educators’ teaching

11
practices been supported or challenged by the forced use of digital technologies during
the lockdown period? And how their competences in ESE mediated this immersive digital
experience.

Generally speaking, to be an educator is not an easy task since it demands

mastering a diverse set of skills and attitudes, from being able to talk in front of an
audience or dealing with digital technologies to having knowledge from specific
disciplines to exercising a constant critical awareness of all the complex elements causing
injustice situations in the nearer school context and inside of this (Pereira, 2019). Notably,
this thesis discusses the teaching task from a transformational education perspective that
aims to evoke transformative experiences among students that eventually could bring
about societal change and/or different ethical and cognitive-related learning (Yacek,
2020). Such an approach emphasizes motivating and empowering healthy and joyful
learners that could allow them to decide and act on the individual, community, and global
scales (UNESCO, 2021a). Thus, an educators’ role in fostering transformational
education should be far from developing unreflective conformity; instead, it should be
close to developing critical thinking and independent judgment (UNESCO, 2015). By
doing this, educators must also learn to work collaboratively with other societal actors. In
other words:
The individual talents and abilities of teachers need to be bolstered by
collaboration and support. Teachers have, and must continue to have, a central
role in reconfiguring the social contract for education for our shared futures.
Their abilities to do so are directly impacted by the degree to which cooperation
and collaboration are woven into their modes of working. (UNESCO, 2021b, p.
81)

This is especially true in the field of ESE, which covers an inter- and
transdisciplinary set of knowledge to understand and transform global and local issues
related to climate change, social and geographical disparities, conflicts, and economic
reconfiguration, to name a few (Rieckmann, 2012). Given that ESE topics are not
associated with a single discipline (Mulder, 2014) but, on the contrary, are inter- and
transdisciplinary (European Commission, 2022), educators in ESE need to develop
competences of such characteristics.

Precisely the competences approach in education offers a critical perspective that

12
demands a more potent relationship between knowledge and reality, thus being central to
being capable of responding to the current problems and challenges of our world
(Barbeito et al., 2018). But if this is vital for students, it is crucial to look deep into the
educators’ competences. Furthermore, according to Mulà, et al. (2017), ESE is associated
with a unique set of capabilities or competences developed in the United Nations
Economic Commission for Europe (UNECE) competences framework for ESE educators
(see Chapter 2 for the definition of the UNECE framework), which should call educators
to improve their ability delivering sustainability-related content, and especially to bring
broader changes through competences such as critical reflection, participation, action, and
transformative learning pedagogical strategies, to name a few.

Nonetheless, theoretical debates around the human-nature relationship in ESE

exist, which shapes how competences in ESE are conceptualized. Different ideological
and ethical roots that are related to various focuses of attention and representations of
environmental and development issues (Sauvé et al., 2002) make it more complex to
approach the idea of a single set of competences. According to Girault & Sauvé (2008),
the sustainable development definition generated a conceptual discussion between
Environmental Education (EE) and Education for Sustainable Development (ESD). They
claim this was mainly due to the conception that ESD underlies the idea that growing
development is possible. Meanwhile, EE asks for a transformation of the economic
system towards a real sustainable one, a system that acknowledges the bio-physical limits
of the planet and not the continuation of the development.

Furthermore, other authors (Vilches et al., 2010) state that beyond entering into
the never-ending debate on choosing EE or ESD that accuses the first of reductionism
and the second of defending the depredator growing, it becomes more relevant to look to
what extent any effort from both EE and ESD aims to the construction of a new mentality,
a new ethic, and a new praxis toward the human relationship with nature. Thus, for this
thesis’ purposes, I use ESE (i.e., Environmental and Sustainability Education) to refer to
all efforts towards building this new understanding that connects to transformational
education.

In this same line, beyond these theoretical debates surrounding ESE, it is also
relevant to critically analyze the different ways in which theoretical frameworks of
competences in ESE respond to various barriers and obstacles educators face toward

13
making ESE truly transformational. Some of these obstacles could be found inside the
very structure of traditional educational models. According to Jickling, some strategies in
ESE are based on educating from a sense of duty that often can turn into guilt and
ultimately result in a poor motivator to transform reality (Jickling, 2013). On the contrary,
education should be about “doing the seemingly impossible, then imagination and
experimentation will be infinitely more appropriate than flirting with dogma and
doctrine” (Jickling, 2013, p. 168).

Besides, Jickling (2017) has also highlighted that one of the most significant
challenges that ESE is facing is the fact that it challenges education itself, especially
considering how, for decades, one of the clearest goals of education was in line with
ensuring a growth model that was sold as a model providing well-being for all but that
the current global crisis has put into question. This raises the need for new practices, but
more importantly, new perspectives reconsidering how learning and competences are
recognized, validated, and assessed (UNESCO, 2015). As explained in a recent UNESCO
report regarding the need to redefine the purposes of education, a particular emphasis is
put on the need to embed long-term sustainability and environmental justice in the core
of transformational education:
Education systems have wrongly instilled a belief that short-term prerogatives
and comforts are more important than longer-term sustainability. They have
emphasized values of individual success, national competition, and economic
development to the detriment of solidarity, understanding our interdependencies
and caring for each other and the planet. Education must aim to unite us around
collective endeavor and provide the knowledge, science, and innovation needed
to shape sustainable future for all anchored in social, economic and
environmental justice. (UNESCO, 2021b, p. 11)
In this sense and following Rieckmann (2018), ESE needs to be framed within an
action-oriented pedagogy, while transformative. This means characterised by self-
directed learning, participation and collaboration, orientation to the problem, and inter
and transdisciplinarity. Additionally, ESE needs to carry out alliances with formal and
non-formal education. Indeed, to achieve these pedagogical principles, it is fundamental
to understand transformative experiences and to promote emotional engagement, relying
on learning emotions such as care, empathy, and identification but also learning to deal
with sadness, disenchantment, and anguish (Jickling, 2017). This also means grasping

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local meanings and understanding the individuals’ perspective. In other words, exploring
through qualitative inquiry, which indeed has been helpful in educators’ research to
understand their field experiences better while shaping the theory and policies around
their training (Pipere et al., 2015). Some of these ESE studies have explored the
association between educators’ competences and individual elements, such as educators’
motivation behind engaging in ESE (Timm & Barth, 2021), as well as their challenges
related to the educational context (Rauch & Steiner, 2013; Scherak & Rieckmann, 2022).
Significantly, ESE educators face numerous challenges associated in dealing with socio-
emotional aspects of teaching (UNESCO, 2021c), tightly related to the so-called eco-
anxiety (Pihkala, 2020b), to name some that are underexplored in association with the
educators’ competences in ESE.

As contextual factors are relevant to compare and better understand these

relations, settings with diverse ESE educators could offer a broader awareness of their
needed competences. It is for this reason that the Barcelona case is examined, considering
that in Spain, ESE educators work in a variety of settings, such as public administrations,
companies, NGOs, and educational systems, to name some (Soto, 2007). More
specifically, in Catalonia, ESE educators not only work in different formal and non-
formal settings but also perform a diverse set of activities, including: “plan and perform
ESE interventions, design educational resources, provide guided visits to natural spaces,
design information campaigns, and teach in a classic classroom format” (Generalitat de
Catalunya, 2020, p. 19) for which they may need different competences while
experiencing diverse challenges and motivations. Thus, I find Barcelona an interesting
study case to explore how these settings relate to specific competences considering their
specific pedagogic challenges, but also the role of individual elements.

It is essential to highlight that the conditions to develop my thesis research

dramatically changed in March 2020, when the pandemic caused by the COVID-19 virus
started. Around the globe and during the first months, strict mobility restrictions,
especially lockdown measures, that necessary involved education transited to an online
format (Corbera et al., 2020). The use of digital technologies was familiar within ESE
and within sustainability and environmental activism since we were already immersed in
a complex network and information society that uses these technologies to shape policies
and debates around sustainability through global networks (Huckle, 2012). Regardless of

15
these, there were potentially new challenges to address in ESE, where outdoor learning is
particularly relevant (Carvalho et al., 2020), raising the need to explore the opportunities
and difficulties experienced by ESE educators during this unusual time (Quay et al.,
2020). That is why I changed my initial planning and decided to focus the last part of this
thesis on exploring new debates around educators’ skills to change their pedagogical
means in ESE in a fast manner when the use of digital technologies was not simply an
option, but the only way to continue with their teaching.

In sum, with the aim to promote more transformational education perspectives in

different learning settings, this thesis navigates the competences that educators in ESE
need to master. I do so according to the theoretical developments in the scientific literature
and also considering how these competences are shaped in practice by intrinsic factors,
such as their motivations toward ESE, as well as the teaching challenges they face in their
corresponding educational setting. Part of these, included unexpected situations resulting
from the global crisis, such as the forced use of technologies because of the COVID-19
pandemic lockdown.

Maybe the Mexican teacher of my story, as well as many other ESE educators
around the globe, are submerged in an educational system that does not provide enough
reflective spaces and tools for education to be truly transformational. We may need to
rethink the competences that an ESE educator should hold to deal with the current global
crisis and resulting challenging situations. The pandemic may have given us opportunities
and not only limitations when it comes to pedagogic innovations to transformation. This
thesis research represents an effort in this direction by trying to answer the following
general research question: How can educators' competences in ESE be strengthened to
navigate toward transformational education in times of global crisis?

1.2. Research objectives

My main objective is to contribute to the understanding of the competences that

educators working in diverse ESE settings need to develop for moving towards
transforming education into a more holistic and emancipatory education in the light of
theoretical and practical evidence, including individual, contextual and global
circumstances. This is done by analyzing the frameworks and models on educators’
competences in ESE offered in the scientific literature, as well as through a case study in

16
Barcelona that explores the association between educators’ competences and their
individual and contextual elements, to finally focus on the forced adoption or adaptation
to the digital technologies due to the COVID-19 pandemic and its interlinkages to
educators’ competences in ESE.
This thesis has three specific objectives that contribute to this overall objective
and the corresponding research question:
Specific objective 1: To unravel how competences in ESE are conceptualized and
defined in the frameworks and models for educators in the academic literature, and the
way these promote a more transformational perspective in education.
Specific objective 2: To comparatively explore the interlinkages between those
competences in ESE that educators perceive as relevant for their practice, motivations,
and teaching challenges across different educational settings in Barcelona.
Specific objective 3: To analyze how educators’ competences in ESE are
connected to the pedagogic opportunities and challenges they experienced by the forced
use of digital technologies during the lockdown period, comparing different educational
settings in Barcelona.
Each specific objective has been developed through a methodological phase (as
Chapter 3 explains in detail) and is linked to a specific results section (see Chapter 4).
Further, the research conducted to solve the first specific objective was published in the
international and peer-reviewed journal Sustainability (IF: 3.889, Q2) in 2020: Corres,
A., Rieckmann, M., Espasa, A., & Ruiz-Mallén, I. (2020). Educators Competences in
Sustainability Education: A Systematic Review of Frameworks. Sustainability, 12(23),
9858. https://doi.org/10.3390/su12239858
Additionally, the study related to the third specific objective has been accepted in
the Journal of Environmental Education (IF: 2.957, Q2), also an international and peer-
reviewed journal: Corres, A., & Ruiz-Mallén, I. (accepted). Digital technologies and the
COVID-19 pandemic: opportunities and challenges for environmental educators in
Barcelona. Journal of Environmental Education.

17
1.3.Dissertation structure
The thesis has six main chapters described as follows and includes six appendices with
complementary data.
CHAPTER 1. The Introduction: It presents an overall idea of the research
undertaken, as well as a general justification of the concept and approach of the
thesis.
CHAPTER 2. Theoretical approach. It details the theoretical background linked
to the theoretical and conceptual aspects underpinning this thesis.
CHAPTER 3. Methodological approach. It sets out the research design and
methodology employed that, as advanced, is structured into three phases. It also
provides detail on the ethical procedures followed and methodological
adjustments caused by the hit of the COVID-19 pandemic.
CHAPTER 4. Results. It shows the research results of this thesis presented in three
sections according to the thesis phases and specific objectives.
CHAPTER 5. Discussion. It presents the discussions raised regarding the main
findings of this thesis, as well as possible methodological limitations.
CHAPTER 6. Conclusions. This last chapter summarizes the overall findings of
the thesis, as well as provides insights on further research lines and implications
in practice, particularly regarding educators’ trainings.

18
 CHAPTER 2. Theoretical approach

“There’s no such thing as neutral education.

Education either functions as an instrument
to bring about conformity
or freedom.”
Paulo Freire

2.1. Environmental and Sustainability Education: The origins.

As stated in the introduction of this thesis (Chapter 1), ESE has a variety of
conceptual backgrounds. In order to understand these differences, it is necessary to
comprehend how the environmental crisis has been conceived differently. According to
official sources such as UNESCO (1990), the first voices alerting about the damage in
the ecosystems that brought the intense process of industrialization after the second world
war came from the global north. Here, acid rain started to cause forest to disappear,
threatening their biodiversity and natural landscapes. As a consequence, some
governments in the global north took measures to limit emissions. In the global south, the
general perception among governments was that such measures were a new excuse from
industrialized countries to impose more restrictions on commercial trade and limit their
growth (UNESCO, 1990). Meanwhile, indigenous and rural communities across the
global south increasingly mobilized and protested against extractive industries that
destroy or restrict their access to natural resources, which they need to secure their
livelihoods. Thus, the understandings and visions of such environmental situations were
polemic and multifactorial since the beginning.

In this historical context, one of the first attempts to formulate an EE definition

was from Bill Stapp in 1969, who was considered the founder of the field in the United
States. He defined it as the education that “aimed at producing a citizenry that is
knowledgeable concerning the biophysical environment and its associated problems,
aware of how to solve these problems and motivated to work toward a solution” (Stapp,
1969, p. 34). In sum, an education seeking to increase knowledge about environmental
issues emphasizes fostering positive environmental attitudes. Arias Ortega and González
Gaudiano (2009) explained that EE took an international perspective within the United
Nations (UN) as a socio-cultural effort to confront environmental problems and their
consequences. These authors documented how there was a general agreement to develop

19
a worldwide education program about environmental matters by 1972 at the United
Nations Conference on the Human Environment in Stockholm, Sweden. Shortly after
that, in 1975, UNESCO in cooperation with the United Nations Environment Program
(UNEP), started the International Environmental Education Program (IEEP). It was
around IEEP that the foundation of EE began to develop, mainly through debates around
its nature and different emphases (Arias Ortega & González Gaudiano, 2009).

As a result, three types of EE were categorized by Arthur Lucas in 1979, which

were especially relevant for guiding the future conceptual development of the field: I.
Education about the Environment, close to natural sciences, II. Education in the
Environment, referring to outdoor activities (i.e., outside the classroom), and III.
Education for the Environment, related to civic, political, and citizenship education
(Lucas, 1979).

Nevertheless, there have been many theoretical debates around these categories of
the human-nature relationship, including discussions about the proper name for the field.
This is because the interest in EE has come from diverse streams of thought and practice,
holding ideological and ethical roots related to different focuses of attention and
representations of environmental and development issues (Sauvé et al., 2002). To address
sustainability issues, it is necessary to discuss a wide range of topics that are related to
the ways EE is conceptualized:

“(…)issues of sustainability involves addressing ethical questions, for instance,

regarding the injustice in sharing the use of the world’s resources (…) looking at
issues of development, justice peace and conflict, human rights and dignity, and
intrinsic value of other special, and indeed, whole ecosystems.” (Wals & Jickling,
2002, p. 223).

For instance, the mainstream terminology of Education for Sustainable

Development (ESD), as the name indicates, comes from the Sustainable Development
(SD) concept. The most widely accepted SD definition was formulated in the World
Commission on Environment and Development, better known as Brundtland
Commission: “Sustainable Development is the development that satisfies the needs of the
present generation without compromising the future generations’ capacity to satisfy their
own needs” (Brundtland, 1986, p. section 49). Thus, following Sauvé (2014), ESD

20
originates in the UN initiative “Agenda 21”, generated at the Earth Summit in 1992. Here
it was stated that the purpose of ESD is to promote sustainable development, assuming
economic growth and human development as inseparable from the conservation of
resources and the equitable distribution of resources (Sauvé, 2014). In this manner, the
educational reforms in the 90s emphasized the worldwide political and economic project
oriented to continuous, growing development (Girault & Sauve, 2008). More recent ESD
efforts are reflected in the UN Agenda 2030, which contemplates 17 Sustainable
Development Goals (SDGs) and emphasizes the promotion of sustainable growth through
ESD in target 4.7 of goal SDG 4. More specifically, SDG 4 concerns with ensuring
inclusive and equitable quality education and promoting lifelong learning opportunities
for all, described within target 4.7 of this goal (UNESCO, 2017).

For Girault & Sauvé (2008), the theoretical ground around the SD has generated
a conceptual discussion within the field between those advocators of the EE (as
understood initially) and those of ESD, mainly due to the ESD underlying conception that
sustainability can coexist in a compatible manner with economic growth. By contrast,
these authors argue that EE asks for a transformation of the economic system towards a
real sustainable one, a system that acknowledges the bio-physic limits of the planet and
understands that economic growth is not possible anymore. Other authors (Vilches et al.,
2010) state that the never-ending debate on choosing EE or ESD does not help the field
to move forward and does not find any of the trends appropriate because of the
reductionism of EE and the defense of growth of ESD. Moreover, more recently, post-
sustainability debates have launched the idea that any form of ESE is an opportunity for
enhancing ethical reflection on growth, development, and other socio-economic, political,
cultural, and ecological issues shaping sustainability. It has been argued that:

(…) Sustainability Education does not signify an a priori image of sustainability

nor defines what the education pathway towards achieving sustainability should
be. Instead, it opens up possibilities for critical discussions on sustainability and
suggests a process that is always in-becoming (Le Grange, 2017, p. 96).

This thesis relies on the post-sustainability approach to contribute to the

construction of a new mentality, a new ethic, and a new praxis toward the human
relationship with nature (Vilches et al., 2010) that, at the same time, can offer critical
perspectives toward live in sustainable ways (Huckle, 1999).

21
 In doing this, and to avoid confusion when using EE or ESD, this thesis will refer
to Environmental and Sustainability Education (ESE), which according to Jickling
(2017), needs to challenge education itself. In other words, to be genuinely
transformational (UNESCO, 2021a; Yacek, 2020), ESE needs to rethink the purposes of
education towards cooperation, collaboration, and solidarity, where teachers’ role is
critical to achieving a more sustainable future, as also highlighted in a recent a UNESCO
report (2021b).

2.2. Educators and Teachers Competences.

Since the 1990s decade, Jacques Delors (1996), in his UNESCO report within the
International Commission of Education for the XXI century, already defined four
education pillars or fundamental learnings in life. These were, in turn, identified as four
kinds of key competences (Delors, 1996):

- Learn to know (to acquire instruments to understand, LtK),

- Learn to do (to be able to influence our own environment, LtD),

- Learn to live together (to participate and cooperate with others in all human
activities, LtLT) and

- Learn to be (a fundamental process with elements of the other three, LtB).

More recent classifications have encompassed these key competences in three

dimensions of learning (European Commission, 2022, p. 9):

- Cognitive (relating to knowledge, understanding and critical thinking).

- Socio-emotional (relating to a sense of common humanity, values and

responsibilities, empathy, solidarity, and respect)

- Behavioral (relating to skills development)

Following this approach, contemporary education has been trying to make the
transition between the understanding that learning is about acquiring specific knowledge
as a result of a process of transmitting-receiving information towards constructivist and

22
sociocultural approaches that state that learning is a process of construction of meaning,
where the social and dialogic aspects are essential (Diaz-Barriga, 2006). That is, a
transition towards a competence approach in education. But when the competence
approach pretends to be established as a technique prescription without conceptual
reflection and theoretical framework, relying on a pragmatic and reductionist vision,
competence design and evaluation are reduced to the domain of “know how to do” that is
punctual and procedural, out of context, that is a way to define and register discrete and
fragmented behaviors tasks (Díaz-Barriga, 2019). Furthermore, as a pedagogical
perspective, competences have been criticized for having their origins in the economic
sphere, as they can be seen as a way to shape our behavior as consumers within the
capitalist system (Barbeito et al., 2018). Yet, these authors also argue that the idea of
competence offers a critical perspective of education that demands a more potent relation
between knowledge and reality and a closer connection with the different types of
learning (to know, to do, to live, to be); being central, thus, to educate students to be
critical citizens to respond to the current problems and challenges of our society (ibidem).
In consequence, in the very core of this competence approach in education, there are
elements, such as: “self-regulated action, involving know, know to do and be, with social
relevance, building situations of constructive, complex and collaborative learning
towards real problem solution” (Díaz-Barriga, 2019, p. 52).

Taking this background and evidence into account, this thesis agrees with the
competence definition proposed by the European Commission (2013) in its report
“Supporting teacher competence development for better learning outcomes”:

Competence is best described as complex combination of knowledge, skills,

understanding, values, attitudes and desires, which lead to effective embodied
human action in the world, in a domain. (European Commission, 2013, p. 9)

This thesis is thus theoretically framed within the competence-learning approach

and the transformational education perspectives, which are in line with the ESE
perspective guiding this thesis. Both of these perspectives have common characteristics,
such as educating students to be autonomous, critical, and active citizens, as well as that
they rely on horizontality (dialog and openness toward the other), deep learning (reality
understanding and transformation), and evaluation as a learning engine (Barbeito et al.,
2018). Additionally, these perspectives relate with the conciliatory view of emancipatory

23
education (Rieckmann, 2020) and transformative learning theory (Ruiz-Mallén et al.,
2022; Sterling, 2010) offer between ESE epistemological debates surrounding more
instrumental vs. intrinsic/constructivist approaches. According to Vare & Scott (2008),
the instrumental view of education seeks behavioral change towards sustainability and
environmental participation, while the intrinsic approach places the attention on the
autonomous learning process to critically examine and reflect on sustainability issues,
and it does not necessarily look for a predetermined educational outcome. In agreement
with the theoretical frame of this thesis, further recent and transformational views on ESE,
such as the one proposed by the European Commission recently, offer such a conciliatory
view:

“(…) as education that makes students aware of, sensitive to, and knowledgeable
about the environment and its interconnectedness to social and economic systems,
while encouraging them to develop attitudes of concern and motivation, as well
as practical, complex systems and critical thinking skills to identify and solve
environmental problems” (European Commission, 2022, p. 7)

Having this in mind, when discussing competences within this thesis, I am

specifically referring to the competences an educator in ESE needs. In this sense, back in
the 1980s, UNESCO (1985) already stated that future teachers should possess adequate
environmental qualities to be able to develop these in their students efficiently. These
qualities comprehend knowledge, aptitudes, and attitudes that are part of the
environmental sensitivity, as well as awareness and ability to conduct research and
evaluate problems towards environmental action (UNESCO, 1985). Therefore, for the
purpose of this research, an ESE educator could be an educator or teacher at every level
of education in the formal or non-formal educational context that incorporates
sustainability and/or environmental education into their educational objectives.

It has already been mentioned that being a teacher is a complex task shaped by
various factors. Consequently, teachers’ classroom management of knowledge, skills, and
values is key (Pereira, 2019). Educators’ trainings, from a competence perspective,
represent a valuable tool to confidently achieve transformations since it makes learning a
continuing practice where educators learn as well to adapt to a changing world (Venegas
Jiménez, 2011). In other words, we cannot ask teachers to teach in a rapidly changing
world where they themselves are struggling to understand it without formative spaces

24
since “(…) what will be needed are ultimately competent and committed multipliers who
act as change agents and not only have the wish but are able to bring about change in
the different educational sectors” (Bürgener, 2018, p. 821).

These emancipatory qualities are linked to competences (i.e., knowledge, skills,

values, understanding, attitudes, and desires) that provide teachers and non-formal
educators, as well as their students, with a way of both understanding complexity and
transforming their realities while enabling them to make responsible decisions towards
more sustainable futures (European Comission, 2013; Wals & Jickling, 2002). To develop
these competences, specific pedagogical approaches are needed. Some of these are
identified as:“(…) child-centered learning, holistic approaches and head/hands/ and
heart; rounded education; collaborative and active pedagogies (…).” (Blenkinsop, 2018,
p. 69) as well as “an emphasis on personal experiences, inter and transdisciplinary,
service-learning arrangement, self-organized engagement with knowledge, values and
emotions; and living labs” (Balsiger et al., 2017, p. 359). Holistic approaches, including
innovative aspects related to emotional management, have shown to be of great
importance in the particular case of climate change education due to considering feelings
such as guilt, hopelessness, helplessness, and anger as relevant to make this education
more transformational (Pihkala, 2020b).

In sum, an educator who makes ESE transformational (Yacek, 2020) frames their
teaching needs within an action-oriented and transformative pedagogy characterized by
elements such as self-directed learning, participation and collaboration, problem
orientation, inter- and transdisciplinary work while carrying out alliances with formal and
non-formal education (Rieckmann, 2018; UNESCO, 2017).

In this sense, academics and practitioners have been working on developing

frameworks and models of ESE educators’ competences to identify, examine, put in
practice, and assess such competences needed in ESE. A review of professional
development initiatives addressed to university educators in over 53 European
universities, highlights that the UN Economic Commission for Europe framework (2012)
identified 39 educators’ ESD (See Figure 1) organized in three emphasized domains (the
need for thinking holistically, envisioning change and transforming learning systems), as
well as the four pillars of learning (Learning to Know, Learning to Do, Learning to Live
and Work Together, and Learning to Be) (Mulà et al., 2017; UNECE, 2012). Some

25
scholars who are experts in the field of competences in ESE argue that teacher
professional development in ESD “should be informed and shaped by these competences
[the UNECE competences], and support educators to develop, practice and assess them”
(Mulà et al., 2017, p. 805). Nevertheless, other models and frameworks for ESE educators
have been developed. Because of the importance and usefulness of these competence
frameworks in designing and developing training opportunities for ESE educators, it is
relevant to analyze how the theoretical and pedagogical ground and the competences
proposed to contribute to moving towards transformational education. Such motivation
led to the systematic literature review of these frameworks in the first methodological
phase of the thesis (see Chapter 3, Phase I).

26
Figure 1. The UNECE Competences

Note. From “Learning for the Future: Competences in Education for Sustainable Development, by UNECE, 2012
(https://unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdf) In the public domain.
*Please note that due to an error in the original UNECE figure, the third box in the “Learning to Know” pillar of learning, is identical to that in the “Learning to do” pillar.
2.3. Individual and contextual elements related to ESE educators’ competences

Frameworks and models of educators’ competences in ESE can guide their

professional development by identifying, examining, and assessing the competences they
need. However, my findings from the systematic review conducted in Phase I of the thesis
(see Chapter 3 and 4 for methodological and results, respectively) shows that most of the
reviewed frameworks (Albareda-Tiana et al., 2019; Bertschy et al., 2013; Cebrián &
Junyent, 2015; Cebrián, 2015; De Kraker, 2017; Garcia et al., 2017; Meyer, 2017; Pipere
& Mičule, 2014; Sánchez-Carracedo et al., 2018; Vare et al., 2019; Varela-Losada et al.,
2018; Winter et al., 2016; Winter, 2016; Álvarez-García et al., 2019) are based in formal
education contexts, more specifically in the Higher Education Institutions (HEI) sector
(Corres et al., 2020). It seems, then, that there is a need to explore the applicability of
these frameworks and models in non-formal settings and other educational levels
different from higher education to unravel the particularities of each learning context and
the needs and challenges of these educators in their teaching practice.

In this last regard, previous research on the teaching challenges educators face in
ESE has shown how these challenges can result from three action fields in both formal
and non-formal settings: “1. Instruction (Classroom teaching or extramural activities),
2. Participation in the design of one’s own educational institution; 3. Reaching out to
society, to the institution’s closer and wider environment.” (Rauch & Steiner, 2013). It is
within these action fields where educators develop their teaching, where specific
challenges and barriers towards achieving ESE objectives appear, but also where
educators’ development of competences in ESE trainings can be relevant.

Looking across these challenges, some broad institutional and social difficulties
are experienced at the European level, such as the need for cross-sectorial collaboration
in ESE, thus, sustainability still needs to become a cross-cutting issue in educational
policies (European Commission, 2022). Similarly, this lack of cross-sectorial
collaboration has been globally experienced by educators in ESE, as suggested by a recent
international study (UNESCO, 2021c). The results of this UNESCO report indicate that
the most profound system-level barrier to ESE teaching is the need for more ESE topics
coverage in the curriculum. At the same time, overcrowded curricula can inhibit
educators’ ability to teach ESE. Educators interviewed in this report expressed the need
for a whole-institution approach, and more involvement from the wider community,
among other demands. The whole-institution approach means that all stakeholders of the
educational institution (internal and external) actively reflect and act towards a particular
objective, as it could be ESE related projects (i.e., climate action) where many teachers
take the lead towards its success (UNESCO, 2016).

Also, findings from the UNESCO study (2021c) evidence how teachers perceive
themselves as less confident when addressing behavioral and socio-emotional
perspectives than when fostering cognitive skills in their teaching practice. Hand in hand
with this difficulty in teaching under a socio-emotional perspective is the so-called ‘eco-
anxiety’, that is: “anxiety and distress about the ecological crisis” (Pihkala, 2020b, p. 1),
which may represent for educators in ESE a challenge when causing feelings of
helplessness, confusion, shock, and trauma (Pihkala, 2020b). It is relevant to explore the
potential association between these challenges and those competences that help educators
deal with emotions in both formal and non-formal educational contexts.

Additionally, case studies with educators in training have found that competences
linked with the cognitive dimension of learning are prioritized over those associated with
the behavioral dimension of learning. For instance, a study with school teachers in
training in Vietnam (Kieu et al., 2016) found that the use of top-down teaching
pedagogies instead of active and cooperative pedagogies, together with the dominance of
content-based teaching, emphasized memorizing concepts rather than developing other
competences. For instance, it could undermine educators’ ability to promote students’
participation and sense of action (behavioral dimension) (Kieu et al., 2016). A Spanish
study (Varela-Losada, 2018) also found that pre-service school teachers developed poor
critical thinking and action-oriented skills (Varela-Losada, 2018).

Furthermore, previous research in higher education suggests that teachers used to

have a positive predisposition to teach about sustainability issues, but more than such
personal motivation is needed since the development of a variety of competences is also
required (Leal Filho et al., 2021). Similarly, even though they could be motivated to be
trained in sustainability issues, educators need to know that some trainings opportunities
are available for them (Aznar Minguet et al., 2011). A recent study in the German context
around trainings to develop and assess ESE competences in higher education describes
how educators were not motivated towards ESE, as well as highlights how the short
training duration was a limitation to achieving a more transformative ESE at the

29
institution (Scherak & Rieckmann, 2022).

In this last regard, previous studies have focused on unraveling the interlinkages
between educators’ competences and individual factors, such as their motivations. For
instance, Timm & Barth (2021) analyzed the links between different competences
German school teachers in ESE perceived as necessary for their teaching and their
individual dispositions. Individual dispositions were understood as their motivations or
drivers behind engaging in ESE. These authors highlighted three main drivers or
motivations as central to being involved in ESE, identified as: “A) Building ESD-specific
knowledge, B) Involvement in ecological and social challenges, and C) Intentional search
for opportunities to increase school’s reputation.” (Timm & Barth, 2021, p. 6).

As Figure 2 represents, “A) Building ESE-specific knowledge” refers to how

knowledge regarding ESE motivated them to be more interested in engaging in ESE,
which could have developed during their higher education by working at an educational
institution already engaged in ESE. Then, “B) Involvement in ecological and social
challenges” described the way other educators were motivated toward ESE, by, for
instance, being actively participating in ecological or social activism, by solving
environmental-related issues in their own school, by looking for a community spirit that
motivates them to be involved in such action, and by their individual experiences. Finally,
“C) Intentional search for opportunities to increase their school’s reputation” referred
to motivations that came from outside pressures, such as participating in an ESE-oriented
call in which they saw a chance to improve the reputation of the school where they work.

30
Figure 2. Drivers behind educators’ interest in ESE.

Drivers behind
their interest in
ESE

A) Building ESE- B) Involvement in C) Intentional search

specific knowledge ecological and social for opportunities to
challenges increase school's
reputation

A.1) Previews B.1) Problems with

formal education C.1) Calls for
the social structure proposals for
experiences within the school sustainability-
oriented schools

A.2) ESE-active B.2) Community

school spirit

B.3) Individual
experiences

Note: Adapted from: “Drivers behind engaging in ESD at elementary-school level.” by Timm &
Barth, 2021, Environmental Education Research, 27(1), 50-66.
(https://doi.org/10.1080/13504622.2020.1813256) Copyright by Taylor & Francis Group.

Timm & Barth’s (2021) results highlight the importance of these diverse
motivations behind ESE educators’ practice. However, there is neither research that
analyses the role of these motivations in the case of educators working in non-formal ESE
contexts nor studies looking at the way each of these motivations could be associated with
a specific set of competences in ESE, which could be helpful when designing more
transformational ESE competences’ training plans. I try to fill these gaps in Phase II of
the thesis (see Chapter 3 and Chapter 4, section 4.2, for methods and results) by exploring
in depth the ways that educators’ perceptions of the competences they see as relevant for
their practice, their motivations and teaching challenges are interlinked across different
educational settings through a case study in Barcelona.

2.4. COVID-19 implications to Educators’ competences in ESE in the Network and

Information Society.

The abrupt lockdown that most countries enacted due to the COVID-19 virus
break resulted in increased use of digital technologies in many spheres of our society, and
education was not the exception (Beasy & Ripoll Gonzalez, 2021). Nevertheless, the

31
research interest in digital technologies and sustainability issues in education and
specifically within ESE (Wattchow & Brown, 2011) is not new in the context of a
complex network and information society. For instance, Huckle (2012) discusses how if
action is intrinsic to sustainability, digital technologies must be used for these purposes;
in a way, these technologies need to be employed for debating and creating socially
sustainable alternatives. Even though transformation initiates in people’s ideas, digital
technologies can create new networks to develop and foster such ideas (Gessen, 2012).
Furthermore, these networks operating through digital technologies are not only local but
mainly global, as Castells (2008) would argue on the global civil society as a global public
sphere, which is especially relevant, considering environmental and sustainability issues
are a global concern.

Indeed, if sustainability-related knowledge is socially constructed, thus learning

from and towards sustainability can be mediated by digital technologies (Huckle, 2012).
However, when the COVID-19 crisis occurred, not all educators and schools were
prepared to adopt digital technologies in the way the lockdown measures provoked in the
first months of the pandemic, implying a transition to online teaching and an adjustment
of education activities (Corbera et al., 2020). According to the Teaching and Learning
International Survey made by the Organization for Economic Co-operation and
Development (OECD), this was true not only in terms of the digital technologies
inadequacy and access to the Internet but also in terms of how competent educators felt
to support their teaching using digital technologies (OECD, 2022). One of the reasons
behind this was the need for more appropriate equipment or Internet connection, leading
to a digital divide risk due to unequal access to digital technologies, as some reported
(Rodrigues & Lowan-Trudeau, 2021).

A new field of research dedicated to examining the COVID-19 pandemic’s impact

on education emerged, opening further questions and debates (Karakose & Demirkol,
2022). In the ESE context, it becomes crucial to understand how the adjustment of
educators’ teaching methods and practices supported and challenged their efforts to face
a double global crisis, the COVID-19 and the climate crisis, especially considering how
pedagogies, such as outdoor learning, collective hands-on activities, and other
experiential pedagogies, are highly relevant in ESE (Baldwin, J., et al., 2016; Carvalho et
al., 2020; Higgins, 2009b; Sponarski et al., 2016). This situation reinforces the need for

32
reflection on the ups and downs of replacing face-to-face experiential learning with digital
tools in ESE (Quay et al., 2020) while opening new debates regarding the capacity of
educational systems and educators to effectively deal with the intensified use of digital
technologies such as web-based tools, video games, videos, etc. (Ruiz-Mallén et al.,
2021).

Certainly, there are numerous pre-pandemic studies on the use of digital

technologies in ESE regarding its opportunities and challenges. A comprehensive
literature review on digital technologies and outdoor learning proposed a framework
(Hills & Thomas, 2019) that indicates that digital technologies such as digital cameras,
GPS systems, tablets, and smartphones used in outdoor learning could be applied for
different pedagogical purposes, such as location, attention, communication, information,
and dissemination. These authors suggested that these digital technologies carry both
threats and opportunities; for instance, a geolocation device could provide security and
safety as an opportunity but also could threaten the sense of risk and adventure essential
in outdoor learning. In general, they concluded, digital technologies“(…) can distract
from an outdoor experiential learning experience, but also provides opportunities to
enhance learning too” (Hills & Thomas, 2019).

In this sense, identified difficulties related to adopting digital technologies in

formal ESE settings could involve educators’ anxiety associated with their concern about
whether their students perceive them as low-skilled using digital technologies (Fauville
et al., 2014). Moreover, in non-formal ESE contexts, barriers to integrating digital
technologies seem related to educators’ perception of digital technologies as deterring
students from engaging with nature, as a survey-based study among environmental
educators worldwide revealed (Peffer et al., 2013). Other case studies enabled in-depth
explorations of the reasons behind educators’ skills and (de)motivations for integrating
digital technologies into their practice. For instance, a qualitative research on an ESE
course in a UK primary school showed how Augmented Reality helped teachers make
content more accurate and accessible to their students; also, these teachers complained
about the lack of flexibility of this digital technologies regarding the inclusion of their
explanations and felt overwhelmed with additional tasks required by its proper
implementation (Kerawalla et al., 2006).

As mentioned above, during the first months of the pandemic, the lockdown

33
situation required that educators in ESE adjusted their teaching methods and practices to
the new learning and teaching situation. In this sense, different experiences have been
reported regarding using digital technologies in ESE during the pandemic. Within the
Latin-American context, ESE educators in Ecuador worked more collaboratively with
their colleagues and adapted their lessons via WhatsApp or Zoom by creating educative
materials for both their students and their families, to help the families to be more engaged
in the children’s education towards reflectiveness on the environmental hazards and
possible solutions within their community (Román et al., 2021).

Within the European context, a study focused on children’s environmental

citizenship during the pandemic in Portugal; among their findings, they describe how
after the lockdown, there was an emotional ambivalence regarding being outdoors and
nature since fear of the virus was still present, yet the excitement for returning into nature
appeared when measures were lighter (Rios et al., 2021). In Cyprus, Karagozlu (2021)
analyzed primary school teachers’ perceptions of using Augmented Reality in
sustainability-related courses during the pandemic. Teachers found this digital tool highly
useful for introducing new topics to the students and improving communication among
them, while most of their experienced difficulties were related to technical aspects of the
digital tool that needed to be solved.

Another study based in the Netherlands (Hesen et al., 2022) found that higher
education students develop a sense of community and actively participate in an ESE
online course with hybrid mix activities during the lockdown that explored topics such as
competences in sustainability and the use of art. Within their conclusions, they explained
that the positive effect this course caused among students in terms of community building
was due to the need for belonging people felt during lockdown but also for the
interactivity promoted where the educator created a learning environment that fostered
this sense of community, too (Hesen et al., 2022).

These challenges and opportunities could be related to the competences ESE

educators need to have (Mulà et al., 2017; Rieckmann & Barth, 2022; UNECE, 2012;
Vare et al., 2019) included the digital competence, defined by the European Digital
Competence Framework for Educators as: “the confident, critical and creative use of ICT
to achieve goals related to work employability, learning, leisure, inclusion and/or
participation in society.” (Redecker, 2017, p. 90). Even though this competence

34
references elements of some competences in ESE that could be transversally intertwined,
such as creativity or critical thinking, these interlinkages are still underexplored (Colás-
Bravo et al., 2021). I try to fill this gap in Phase III of this study (see Chapters 3 and 4,
section 4.3, for methods and results, respectively).

35
 CHAPTER 3. Methods

“It's not the photographer

who makes the picture,
but the person being photographed.”
Sebastiao Salgado

3.1 Methodological Approach

As mentioned in the introduction (see Chapter 1), this thesis was developed
through three methodological phases that are structured around the three specific
objectives of the thesis:
Phase I. A systematic review of frameworks on educators’ competences in ESE.
This phase addresses specific objective #1, aiming to unravel how the different
competences proposed in the frameworks and models for ESE educators found in the
scientific literature can promote transformational education. To do so, I systematically
searched in the academic literature and identified existing frameworks of competences in
ESE addressed to teachers and other educators and critically examined its relation to
transformational perspectives in education through a content analysis. In doing so, I also
identify a guiding framework to analyze data gathered in Phases II and III.

Phase II. Interlinkages between educators’ competences, their motivations, and

challenges across both formal and non-formal contexts. It focuses on specific objective
#2, seeking to explore the interlinkages between ESE educators’ perceptions of their
competences, motivations, and challenges across different educational settings in
Barcelona. To achieve this, I interviewed ESE educators in the Barcelona Metropolitan
Area and identified those competences that the educators in a particular ESE context
recognized as essential for effectively conducting their role in ESE while examining their
motivations and challenges in ESE. Finally, I found quantitative and qualitative patterns
to unravel the interlinkages between their motivations, challenges, and competences.

Phase III. Connections between educators’ competences in ESE and the

opportunities and challenges experienced when using digital technologies during the first
months of the COVID-19 pandemic. This last phase corresponds to specific objective #3,
which explores how educators’ competences in ESE were associated with the pedagogic

36
opportunities and challenges they experienced by the forced use of digital technologies
during the lockdown period in different educational settings in Barcelona. To do so, based
on the interviews done in Phase II, I did a new analysis by focusing on another section of
the interview guide to qualitatively identify the opportunities and difficulties that these
ESE educators perceived when adopting or adapting the use of digital technologies in the
first months of the pandemic, as well as how these relate with educators’ competences in
ESE.
3.2. Onto-epistemological and theoretical ground of methods used for data collection.
As a starting point of the PhD thesis, in Phase I, I conducted a systematic review
to investigate the main approaches underlying the existing frameworks of educators’
competences in ESE, the competences defined and the pedagogical strategies used to
promote these competences. A systematic review is defined as “a scientific process
governed by a set of explicit and demanding rules oriented towards demonstrating
comprehensiveness, immunity from bias, transparency and accountability of technique
and execution” (Dixon-Woods, 2022, p. 332). Consequently, it is a useful method for
working with large amount of information and data to provide concrete responses to
questions about what it is included and not in a framework or model. By using a
systematic review, I could identify research gaps in the study and development of
frameworks of educators’ competences in ESE, on which I relied to conduct further
research in the context of my thesis (Petticrew & Roberts, 2006).
In Phase II and III, I performed semi-structured interviews. (Galleta, 2013;
Krippendorff, 2004). Semi-structured interviews are conversations that: “enable
researchers to maintain some consistency over the concepts that are covered in each
interview […] some topics are chosen before beginning the research based on the
literature or practice. However, when and how the topics are presented is not structured”
(Corbin & Strauss, 2015, p. 39).
I decided to use this method to address key different topics that needed to be
discussed, such as the educators’ motivations to engage in ESE or the use of digital
technologies during the first months of the COVID-19 pandemic. An unstructured
interview did not represent an option because these interviews are open conversations on
a main topic and do not typically use predefined topics. At the same time, a highly
structured interview was not useful for the purposes of this analysis since many of the
topics to be discussed could come up at different times of the interview. Thus, some

37
flexibility during the interview contributed to gathering data on the different purposes of
these two phases. In sum, semi-structured interviews were used to deeply explore the ESE
educators’ views of the competences they perceived as needed in their teaching contexts,
their motivational drivers to engage in ESE, the challenges they face in their teaching
practice, and the opportunities and difficulties experienced adopting digital technologies
during COVID-19 lockdown. Regarding interview questions addressing perceived
competences needed in ESE, I acknowledge that I did not directly ask the participants for
having or not having a particular competence since responses could be biased due to the
different understandings of the competence definition. Instead, I explored their
perceptions and discourses to identify those more dominant in their interventions, which
is one of the many benefits of using qualitative inquiry in general (Corbin & Strauss,
2015), and semi-structured interviews in particular (Galleta, 2022).
Overall, my PhD thesis followed a mixed methodology based on a mixed
hierarchy (Azorín & Cameron, 2010). Within this hierarchy, qualitative methods used
were more central to provide in-depth information on the educators’ views, perspectives
and motivations (Newing, 2011) while quantitative methods were used in a supportive
role to understand the background information about the development of educators’
competence frameworks in ESE (Morse, 1991). By following this mixed methodology,
mainly relying on qualitative research, this thesis offers more profound insights into the
analyzed topics and also a better understanding of the contextual and causal elements
regarding educators’ competences in ESE (Anderson, 2016). Specifically, in the
Environmental and Sustainability Education field, the interpretative approach exists since
the 1980s onward (Greenall, 1981). Furthermore, specifically these approach has also
focused on teacher thinking, having its origins within the critical theory research
approach, that is also grounded in emancipatory or critical pedagogy research, seeking to
“empower pupils” (Huckle, 1991, p. 54). Consequently, the role of teacher becomes
central in the very research methods (Gough, 2013).
3.3. Methodological Steps
In the following lines, I will present the methodological details in each of these
dissertation’ phases.
3.3.1. Phase I: Systematic Review

As stated, I conducted a systematic literature review (Haddaway et al., 2015) on

the frameworks of educators' competences in ESE. I searched academic literature in the

38
SCOPUS database. I chose this database mainly due to the broad search engine that this
platform offers by including specialized educational databases (e.g., ERIC). A first search
was conducted in November 2019 with the following keywords: (TITLE-ABS-KEY
(‘sustainab*’) AND TITLE-ABS-KEY (‘education’) AND TITLE-ABS-KEY
('framework') AND TITLE-ABS-KEY (‘competenc*' OR 'skill') AND TITLE-ABS-KEY
('educator' OR 'teacher'). I got an initial sample of a total of 169 academic publications
(after removing replicates). To refine the selection, the abstract of each paper was
screened according to the following inclusion criteria:

-The article focuses on education for sustainable development and/or

Environmental and Sustainability Education,

-The framework is addressed to educators, and

-A framework is used and/or assessed through a training course or another

intervention that is analyzed.

Through this first screening, 131 papers were discarded. The remaining 38 articles
of the sample were then totally and carefully reviewed to ensure that they fully met the
inclusion criteria. As a result, eight articles fulfilled the inclusion criteria, whereas 30
were discarded. In some cases, for instance, papers were excluded because no framework
of sustainability competences was conceived, presented, applied, or discussed, such as in
the case of Shallcross & Robinson’s article (2007) on teacher education towards
sustainability that did not discuss a framework of competences. In other cases, the articles
focused on curriculum changes towards ESE but without addressing the topic of
educators' competences, as in the case of Husanu et al. (2017) article on the HEI’S green
curriculum, but where the educators’ topic is not relevantly discussed.

When reviewing the eight selected papers, I realized that some key literature I had
previously reviewed for framing the theoretical and conceptual approach of the thesis
needed to be present in the sample. Therefore, I decided to broaden the search terms and
include another keyword (i.e., model) in a second search in SCOPUS. I conducted this
second search in May 2020 by using the following keywords: (TITLE-ABS-KEY
('sustainab*’) AND TITLE-ABS-KEY (‘education’) AND TITLE-ABS-KEY (‘model’)
AND TITLE-ABS-KEY (‘competenc*’ OR ‘skill’) AND TITLE-ABS-KEY ('educator'

39
OR 'teacher'). I followed the same steps as those from the first search and ended up with
six new articles in the sample (see Figure 3 for a complete picture of the two searches and
Appendix A for discarded papers). Table 1 shows the 14 articles included in the
systematic review final sample.

The two searches were in English because it is the primary language used in
academia worldwide. However, I acknowledge that potentially relevant literature on the
topic from non-English sources could have been excluded, which is a methodological
limitation since it is possible that the systematic review does not capture the variety of
frameworks published in other languages. Using the above-mentioned descriptors might
have left behind different perspectives working with EE and ESD to develop
sustainability-related competences in educators.
Figure 3. Summary of Data Collection.

Table 1. Analyzed academic articles (*) in the systematic review.

Num. Year Authors, Title.

Doc.

40
D1 2019 Vare P., Arro G., de Hamer A., Gobbo G.D., de Vries G., Farioli F., Kadji-Beltran
C., Kangur M., Mayer M., Millican R., Nijdam C., Réti M., Zachariou A.
”Devising a competence-based training program for educators of sustainable
development: Lessons learned" (Vare et al., 2019)
D2 2017 Garcia M.R., Junyent M., Fonolleda M.
"How to assess professional competencies in Education for Sustainability?: An
approach from a perspective of complexity" (Garcia et al., 2017)
D3 2017 Meyer J., Mader M., Zimmermann F., Çabiri K.
"Training sessions fostering transdisciplinary collaboration for sustainable
development: Albania and Kosovo case studies" (Meyer et al., 2017)
D4 2016 Winter J., Cotton D., Warwick P.,
The University as a Site of Socialization for Sustainability Education (Winter et al.,
2016).
D5 2019 Albareda-Tiana S., García-González E., Jiménez-Fontana R., Solís-Espallargas C.,
"Implementing pedagogical approaches for ESD in initial teacher training at
Spanish universities" (Albareda-Tiana et al., 2019).
D6 2018 Sánchez-Carracedo F.S., Segalàs J., Vidal E., Martin C., Climent J., López D., Cabré
J.
"Improving engineering educators’ sustainability competencies by using competency
maps. The EDINSOST project" (Sánchez-Carracedo et al., 2018).
D7 2017 De Kraker J., Dlouhá J., Machackova Henderson L., Kapitulcinová D.
"The European virtual seminar on sustainable development as an opportunity for
staff ESD competence development within university curricula" (De Kraker, 2017).
D8 2015 Cebrián G., Junyent M.
"Competencies in education for sustainable development: Exploring the student
teachers' views" (Cebrián & Junyent, 2015).
D9 2013 Rauch F., Steiner R.
"Competences for Education for Sustainable Development in Teacher Education”
(Rauch & Steiner, 2013).
D10 2018 Albareda-Tiana S., Vidal-Raméntol S., Pujol-Valls M., Fernández-Morilla M.
"Holistic approaches to develop sustainability and research competencies in pre-
service teacher training" (Albareda-Tiana et al., 2018).
D11 2019 Álvarez-García O., García-Escudero L.Á., Salvà-Mut F., Calvo-Sastre A.
"Variables influencing pre-service teacher training in education for sustainable
development: A case study of two Spanish universities" (Álvarez-García et al., 2019).
D12 2014 Pipere A., Mičule I.

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 "Mathematical identity for a sustainable future: An interpretative phenomenological
analysis" (Pipere & Mičule, 2014).
D13 2013 Bertschy F., Künzli C., Lehmann M.
"Teachers' competencies for the implementation of educational offers in the field of
education for sustainable development" (Bertschy et al., 2013).
D14 2018 Varela-Losada M., Arias-Correa A., Vega-Marcote P.,
"Training teachers committed to climate change mitigation" (Varela-Losada et al.,
2018).
(*)The order of the articles corresponds to the order in which they were found in each search:
D1-D8 in Nov 2019; D9-D14 in May 2020. See the Reference section for complete references.

To analyze the collected data from the 14 selected papers, I conducted a

conventional content analysis (Hsieh et al., 2005) using pre-defined categories and
relying on Atlas.ti software (Table 2). A content analysis is “a research technique for
making replicable and valid inferences form texts (or other meaningful matter) to the
contexts of their use” (Krippendorff, 2019, p. 24). Following Krippendorff (2019), the
use of inferences around the texts analysed are key in the process of analysis, but within
the content analysis’ context, these inferences are intended to be more systematic,
informed and verifiable. Thus, I stand in the interpretative and constructivist approach
that claims that a purely objective description of reality is not possible, but on the
contrary, when describing reality the descriptions made are inseparable from the
interpreter’ cultural and personal background, being reality then a social construction
(Sandberg, 2005).

Table 2. Codes names and description.

Code Description
Contextual or background characteristics of the reviewed
General background studies, including country, level of education,
participant’s description, and research objectives.
Adopted perspectives towards the concepts of
Conceptual and pedagogical
sustainability and competences within the framework or
approaches to sustainability and
model, including if these are conceived as
competences.
transformational or not.
Typology of sustainability Identified types of competences included in the
competences framework or model.

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 Pedagogical methods and activities developed when
Pedagogical strategies applied to
develop educators’ competences implementing and/or testing the framework or model on
in sustainability. educators’ competences in sustainability.

It is relevant to notice that the coding process of the Typology of sustainability

competences was challenging because each reviewed paper used its own terminology and
classification of competences in their frameworks or models. For example, while some
articles identified the competences by using the terms employed by UNECE (2012) to
refer to the pillars of learning (i.e., Learning to Know, Learning to Be, Learning to Live
Together, and Learning to Do), other papers related these pillars to the levels of
achievement of the proposed competences. For this review and to achieve a common
Typology of competences, I dealt with this challenge by first identifying the competences
from each framework and coding them using the terminology shown in the reviewed
framework. Then, I conducted a re-coding process by merging those codes that mentioned
the same idea and using the most straightforward and broadest definition, and the
corresponding name of the competence for the resulting code, e.g., Criticality and Critical
Thinking, were coded as Critical Thinking.

Further, and to enrich the analysis, I relied on the UNECE pillars of learning to
establish groups of competences since even though each pillar can represent a dimension
of every competence, it can also provide an idea of different learning experiences that
goes from knowing to doing (UNECE, 2012). I grouped most of the coded competences
into three major groups corresponding to three UNECE pillars: 1) Learning to Know
(LtK), 2) Learning to Be (LtB), and 3) Learning to Do (LtD) (see Table 3 for definitions).
Following previous studies on educators’ competence frameworks in ESE (Vare et al.,
2019), the UNECE pillar of Learning to Live Together was considered as competence
and included, as other remaining competences, into one of the following bridging groups
of competences: i) Know/Be (K/B) and ii) Be/Do (B/D). I conceived these bridging groups
as those including hybrid competences that make possible the transition between two
major groups or learning experiences.
Table 3. Competences groups presented as a learning experience process.

UNECE
Bridging
pillar Definition Definition
group
group

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 “A way of thinking (The educator Hybrid competences
understands…) Conceptual, factual and action- represent a transition
Learning
related knowledge. Need for assimilation of the Know/Be between Learning to
to Know
interconnectivity between the individual, (K/B) Know (LtK) and
(LtK)
society and nature both locally and globally” Learning to Be
(Sleurs, 2008; UNECE, 2012) (LtB)
“A way of feeling (The educator is a person for
whom…) Thinking, reflecting, weighing and Hybrid competences
taking decisions and acting are in dissociable represent a transition
Learning
from emotions. Emotional competency and the Be/Do between Learning to
to Be
development of personal attributes and (B/D) Be (LtB) and
(LtB)
abilities to act independently and responsibly Learning to Do
are indispensable for SD” (Sleurs, 2008; (LtD)
UNECE, 2012)
“A way of acting (The educator is capable of
…) Developing practical skills and acting in
relation to ESD It is the process in which all
the other competencies from the other domains
Learning combine in meaningful creations,
to Do participation, and cooperation. The individual
(LtD) accepts freedom as responsibility, coexistence
as a model for moving towards democracy and
action as a vehicle for social, environmental,
and economic transformation.”
(Sleurs, 2008; UNECE, 2012)

This content analysis allowed me to identify: a) the backgrounds of the analyzed

frameworks, b) the conceptual and pedagogical approaches towards sustainability and
competences behind them, c) the different types of educators' competences included and
particularly those addressed to promote transformational perspectives, and d) the
pedagogical strategies applied to develop them.
3.3.2. Phase II: Interviews and first content analysis.

I developed a study case in the Barcelona Metropolitan Area, an urban area in

Catalonia, Spain, centered in Barcelona city, with a population of about four million
people (Àrea Metropolitana de Barcelona, 2022). As argued in Chapter 1, Barcelona is a

44
proper case study to address this objective because of the diversity of ESE educators that
could be found in the Barcelona Metropolitan Area, considering that in Spain, ESE
educators work in a variety of settings such as public administrations, companies, NGOs,
and educational systems, to name some (Soto, 2007). As mentioned above, the Barcelona
case study followed a mixed methodology based on a mixed hierarchy (Azorín &
Cameron, 2010), with a predominance of qualitative methodology (Morse, 1991).
To establish the sample, I followed a snowball technique (Corbin & Strauss, 2015;
Newing, 2011), so I contacted educators who previously met at conferences and local
ESE events by following these selection criteria: 1) experienced formal and non-formal
ESE educators in the Barcelona Metropolitan Area, and 2) working with young people
from 13 to 29 years old (secondary to higher education ages). After interviewing them, I
asked them to provide contacts from other ESE experts. I repeated this process until
reaching the saturation point, that is when I found similar elements in answers and decided
to stop collecting data (Corbin & Strauss, 2015; Newing, 2011). A total of 18 key
educators working in ESE were interviewed, 7 male and 11 female (see Table 4 for their
socio-demographic characteristics).

Table 4. Interviewees’ socio-demographic information.

Category Subcategory Formal setting Non-formal setting

Gender Female 5 6
Male 5 2
Institution Secondary Education 3 0
Higher education 7 0
NGO/Private 0 4
organization
Public organization 0 4
Experience Professor/Educator 10 8
Voluntary in Education 2 2
Administrative tasks in 5 3
education
Research 3 3
Science Dissemination 2 3
Discipline Studied Social and Economic 3 3
Sciences

45
 Natural and 8 4
Environmental Sciences
Pedagogical Sciences 3 5
Discipline in Social and Economic 10 7
teaching content Sciences
Natural and 10 8
Environmental Sciences
Engineering/Technology 3 4
Pedagogical Sciences 2 5

I designed an interview guide for both Phases II and III and piloted it with two
local experts in ESE and qualitative research. I then improved and refined the questions
based on their feedback. The resultant interview guide for Phase II (Appendix B, section
1) consisted of three groups of questions related to the main research topics: I) the
educators’ perceptions of the competences they need for ESE teaching, II) the educator’s
motivations behind their interest in engaging with ESE III) the challenges faced by
educators in ESE.

From January to March 2021, I conducted online interviews due to the COVID-
19 restrictions in Spain. I used the Google Hangouts tool. Interviews lasted around 50
minutes (the shorter ones lasted half an hour, the more extended one hour and ten minutes)
and were recorded (only audio) and transcribed. I obtained the participants’ previous
informed consent (oral and written). Interviews were transcribed and analyzed using the
Atlas.ti Software to systematically identify parts of the interview that correspond to
different analytic categories but also to quantitatively consider the relevance of specific
codes in doing our analysis. In doing so, three groups of deductive codes were defined
and employed (Corbin & Strauss, 2015) according to the research objectives. Overall, this
analysis considered the learning setting (formal and non-formal) as a variable of analysis.
The primary role of the qualitative methodology in this analysis follows the
rationale of focusing on the understanding of educators’ field experiences, which is
critical in ESE research on educators’ competences since it provides evidence that allows
to grasp local meanings and understand the individuals’ perspective, that is, exploring
under qualitative inquiry (Pipere et al., 2015) and under the interpretative and
constructivist approach previously described (Sandberg, 2005).

46
 To examine my data first, I analyzed the competences educators perceived as
needed for their teaching using the ‘A Rounder Sense of Purpose’ (RSP) competences
framework (Millican, 2022; Vare et al., 2019). It was decided to use this framework
guided by the conclusions of Phase I of this thesis (Corres et al., 2020). Mainly, those
conclusions indicating it was the framework developed considering a wider diversity of
educators’ profiles and educational settings (e.g., formal, non-formal, early childhood-
higher education, different EU countries). Inspired by the 39 competences of the UNECE
framework (2012), the RSP framework envisions a total of 12 competences for ESE
educators (see definition of each competence in Table 5). Each competence comprises
verifiable learning outcomes for the students (Learning Outcomes) and information on
what abilities the educator needs to support students in achieving the intended learning
outcomes (Underpinning Components of the Educator) (Vare et al., 2019).

Table 5. The RSP framework of competences for ESE educators.

Competence name Definition

Systems The educator helps learners to develop an understanding of the world as
an interconnected whole and to look for connections across our social
and natural environment and consider the consequences of actions.
Attentiveness The educator helps learners to understand fundamentally unsustainable
aspects of our society and the way it is developing and increases their
awareness of the urgent need for change.
Transdisciplinarity The educator helps learners to act collaboratively both within and
outside of their own discipline, role, perspectives and values.
Criticality The educator helps learners to evaluate critically the relevance and
reliability of assertions, sources, models and theories.
Futures The educator helps learners to explore alternative possibilities for the
future and to use these to consider how behaviors might need to change.
Empathy The educator helps learners to respond to their feelings and emotions
and those of others as well as developing an emotional connection to the
natural world.
Creativity The educator encourages creative thinking and flexibility within their
learners.
Responsibility The educator helps learners to reflect on their own actions, act
transparently and to accept personal responsibility for their work.

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 Participation The educator helps learners to contribute to changes that will support
sustainable development.
Values The educator develops an awareness among learners of how beliefs and
values underpin actions and how values need to be negotiated and
reconciled.
Action The educator helps the learners to take action in a proactive and
considered manner.
Decisiveness The educator helps the learners to act in a cautious and timely manner
even in situations of uncertainty.
Note: Adapted from “A Rounder Sense of Purpose: Competences for educators in search of
transformation”, Millican, R. In P. Vare, Lausselet, N., Rieckmann, M. (Ed.), Competences in
education for sustainable development. Sustainable development goals series. (35-43), 2022,
Springer. (https://doi.org/10.1007/978-3-030-91055-6_5) Copyright by Springer.

I did this coding by considering each RSP educators’ competences and its
corresponding Learning Outcomes and Underpinning Components of the Educator (See
Appendix C). Some coding came from parts of the interview coming from direct
questions about which kind of competences would be necessary for their teaching role.
Other coding came from parts of the interview that corresponded to questions indirectly
addressing the competences perceived as essential for their role when talking about their
pedagogical practice, reflections, and other topics.

To find quantitative patterns that complemented the qualitative analysis regarding

the perceived relevance of competences in ESE, I generated a list of codes including the
number of times each competence appeared in the interviews in each educational context
(formal and non-formal) (See Appendix D).

Second, to analyze the motivations behind the interest of educators in teaching

ESE, I generated five codes (Table 6) inspired by Timm & Barth’s (2021) previous
categorization of motivations and drivers towards ESE.

Table 6. Motivations and drivers towards being interested in ESE.

Timm & Barth’s driver Definition Motivation code

used in the analysis

48
 Existing or increasing their Individuals build their Studies
knowledge about knowledge about
environmental and environmental and
sustainability issues, sustainability issues during
generated by their own their studies (e.g., university,
studies postgraduate studies).
Existing or increasing their Individuals build their ESE Working Institution
knowledge about ESE issues, knowledge while working at
generated by working at an an educational institution
educational institution already engaged in ESE.
engaged in ESE.
Involvement in ecological Individuals observe these Participation in working
and social challenges within kinds of problems and begin Educational Institution
the educational institution to act due to empathetic
involvement (e.g., use of
plastics in the school diner)
Involvement in ecological Individuals reflect on their Participation in non-
and social challenges within personal experiences institutional experiences
individual experiences connected to ESE issues (e.g.,
experiences abroad with
people living in much poorer
conditions and highly
dependent on local natural
resources, strong personal
relationships in the ESE
community that make them
feel comfortable).
Intentional search for Individuals learn about calls Institution reputation
opportunities to increase for sustainability-oriented
school’s reputation: educational institutions and
see them as an opportunity to
improve their institution’s
image.
Note: Adapted from: “Drivers behind engaging in ESD at elementary-school level.” by Timm &
Barth, 2021, Environmental Education Research, 27(1), 50-66.
(https://doi.org/10.1080/13504622.2020.1813256) Copyright by Taylor & Francis Group.

49
 Then, to analyze the relationship between these motivations and drivers with the
competences in ESE, I used the RSP framework (Millican, 2022; Vare et al., 2019) to
also code those responses from the interviewees that corresponded to questions on their
motivations but that indirectly addressed the competences they perceived as essential. For
instance, within the different parts of the interviews coded under the motivation Studies,
I look for elements in those quotations (of parts of the interview) related to each 12 RSP
competences proposed in theory, such as Systems).

I looked for quantitative patterns that could enrich the analysis of the more
relevant motivations among ESE educators and their relation to ESE competences. Using
Atlas.ti and MS Excel, I generated a list of codes that included the number of times each
quotation was coded under a specific type of motivation but also coded under a
competence in each educational setting (see Appendix D).

Third, to code educators’ answers regarding the challenges faced in ESE, I used
and adapted the three action fields within the ESD educators’ practice defined by the
KOM-BiNE model (Rauch & Steiner, 2013; Rauch, 2008). The KOM-BiNE model
(Competences for ESD in Teacher Education) was chosen since it was the only
framework reviewed in Phase I that emphasized contextual elements regarding ESE
educators’ competences, which the authors named fields of action. I thus generated and
defined three codes (See Table 7) that corresponded to each action field “Instruction (i.e.,
classroom teaching or extramural activities), Institution (i.e., participation in the design
of one’s own educational institution) and Society (i.e., reaching out to society, o the
institution’s closer and wider environment)” (Rauch & Steiner, 2013, p. 16).

Table 7. Fields where educators perceived challenges.

Rauch et al., 2008 Definition Challenge code

ESD educators’ used in the analysis
action fields
Instruction Challenges located in the teaching (i.e., Instructional challenge
challenging didactic situations during class,
being this onsite, online, outdoors, etc.)
Institution Challenges located in the educational Institutional challenge
institution that harm ESE objectives (i.e., the

50
 school lacks institutional support for ESE
initiatives)
Society/Community Challenges located outside of the instruction Community challenges
or the closer and and institution, to the detriment of the ESE
broader objectives (i.e., families that are against ESE)
community

Note: Adapted from “Competences for education for sustainable development in teacher
education”, by Rauch, F., & Steiner, R., 2013, CEPS Journal, 3, 9-24.
(https://doi.org/10.25656/01:7663) Creative Commons License.

Subsequently, I analyzed the links between these challenges and the competences
using the RSP framework (Millican, 2022; Vare et al., 2019) to code the same interview
extracts (or quotations). For instance, a quote describing a difficulty coded under
‘Community challenge’ could also be coded under a competence such as
Transdisciplinarity.

I used Atlas.ti and MS Excel to find quantitative patterns to guide my analysis of

how these challenges relate to their competences. I, thus, generated a list that included
the number of times each quotation was coded under a specific challenge type and which
also was coded under a competence. I sorted this by educational setting (see Appendix
F).

Finally, I quantitatively analyzed the interlinkages between educators’

competences and motivations, as well as their competences and challenges. At the same
time, I also relied on the qualitative data generated in previous analyses to complement
these results. For instance, even though educators from both settings quantitatively
emphasized more a particular competence, there were qualitative differences in the way
they mentioned that competence during the interviews. The same was true for their
motivations and challenges. As a result, I generated new evidence on the interlinkages
between ESE educators’ perceptions of their competences, motivations, and challenges
across different educational settings in Barcelona.
3.3.3. Phase III: Interviews and second content analysis.

Having in mind specific objective #3, which aims to analyze the ways educators’
competences in ESE were associated with their perceived pedagogic opportunities and

51
challenges experienced by the forced use of digital technologies during the lockdown
period, I also relied on the case study in Barcelona using a mixed methodology, in
particular a mixed hierarchy (Azorín & Cameron, 2010).
Even though the method used was the same as in Phase II, I used other questions
in the semi-structured interview guide for this analysis (See Appendix B, Section 2). The
sample of interviewees slightly varied from the previous analysis since I used a sample
of 17 out of the 18 educators participating in Phase II (See Table 8 for socio-demographic
data). The one I excluded from this analysis did not meet the selection criteria because
s/he did not teach during the pandemic. The selection criteria were the following; 1)
experienced formal and non-formal ESE educators, 2) working with young people from
13 to 29 years old (secondary to higher education ages) who did not stop their teaching
during the pandemic lockdown. I followed a snowball technique until saturation point
was reached, as described in Phase II (Corbin & Strauss, 2015; Newing, 2011).

Table 8. Interviewed ESE educators’ socio-demographics traits involved in Phase III.

Socio-demographic Subcategory Formal setting¹ Non-formal

category setting²
Gender Female 5 6
Male 4 2
Institution Secondary school 3 0
University 6 0
NGO/Private organization 0 4
Local government 0 4
educational services
Disciplines involved Natural and Environmental 10 8
in teaching content Sciences
Social Sciences and 9 7
Economics
Engineering and 3 4
Technology
Pedagogy 2 5

¹Institutionalized, recognized, and regulated by the national authorities to obtain an official

certificate or degree.
²It could be institutionalized but not necessarily provides an official certificate or degree; it could
be seen as a complement to formal education in a person’s lifelong learning.

52
 As mentioned above, I used the interviews conducted from January to March 2021
to gather data from different questions on how the educators used digital technologies
before the pandemic, their difficulties and opportunities experienced during the
pandemic, and their ESE competences potentially related to these experiences. I did not
ask for specific competences directly; instead, I asked how they perceived these
experiences and found, within their discourses, potential connections with their
competences as ESE educators.

I employed the Atlas.ti software to identify systematically parts of the interviews

that corresponded to the analytic, pre-defined categories as synthesized in Table 9 and
described as follows:

-the period educators were referring to within their narratives,

-the frequency of digital technologies used before the pandemic,

-the digital tools employed during the lockdown,

-the difficulties and opportunities that educators experienced when employing

digital technologies,

-the educators’ competences in ESE associated with these opportunities and

challenges.
Table 9. Codes used in the analysis.

Codes Sub-codes Definition

Period Pre-pandemic Before the pandemic
Lockdown During the lockdown (first three months of the
pandemic)
New normality After the lockdown
Previous use of Primary Tool Educators did asynchrony online teaching.
digital Complimentary use Educators used digital technologies to complement
technologies of Tool their teaching.
Digital Digital cartography Software of geolocation (e.g., Google Maps)
technologies
Digital games Digital games (e.g., Skribbl)
used
Virtual tours Simulation of an existing location

53
 Videoconferencing Videoconferencing software (e.g., Zoom)
Platforms.
Videos Software to create or reproduce videos (e.g., Movie
Maker, YouTube)
Digital Presentations Presentation software (e.g., MS PowerPoint)
Social Media Digital social media (e.g., Instagram)
Infographics Software to design infographics (e.g., Canva)

Learning Learning management platforms (e.g., Moodle, virtual

management campus)
platform
Emailing Email software (e.g., Gmail)
Digital Fabrication Design and production where digital data drives
manufacturing equipment (e.g., 3D printing)
Difficulties Educators perceived difficulties when using digital
technologies in their teaching during the pandemic.
Opportunities Educators perceived opportunities when using digital
technologies in their teaching during the pandemic.
Educators’ The educator, through the ESE educators’
competences competences (Vare et al., 2019) (see Table 5), uses
in ESE digital technologies in a confident, critical and
creative fashion (Redecker, 2017).

For the last code, and to follow the same rationality as in the previous analysis, I
relied on (Millican, 2022; Vare et al., 2019) ESE competence framework: A Rounder
Sense of Purpose (RSP). For analytical purposes, these ESE competences were
transversally intertwined with the digital competence, as understood by the European
Digital Competence Framework for Educators (Redecker, 2017).
3.4. Ethical considerations

The Ethical board of the Universitat Oberta de Catalunya approved the ethical
aspects of this research on April 22nd, 2019. To achieve that, I filled out an application
format describing this thesis’ information regarding the data gathering methodology
fulfilling the integrity of participants, the data storage, and analysis procedures to
guarantee anonymity, among other aspects. Following the Ethical board

54
recommendations, I obtained participants’ informed consent (oral and written) before the
interviews, anonymized their testimonies, and followed all storage and data safety
guidelines. For instance, to anonymize the educator interviewees, I named each document
containing an interview transcribed with the letter E, standing for Educator, and an
assigned number from one to eighteen, according to the chronological order of the
interview (i.e., E1, E2, etc.).

3.5. Adjusts to research design due to the COVID-19 pandemic.

The most significant adjustment in my work plan I had to make was canceling my
plan for a training intervention with ESE educators in Barcelona to explore the
development of emotional competences, which was due to the unexpected situation and
consequences of the pandemic. The possibility to do it online was still there, but due to
the new research interest that came up in ESE and education in general regarding the
forced use of digital technologies, it was decided to analyze this topic from the perspective
of the ESE educators’ competences using mainly a qualitative approach. Additionally,
the interviews needed to take place in an online format since strict restrictions regarding
in-person meetings were still in force by the time these took place.

I kindly appreciate the Universitat Oberta de Catalunya’s support in extending the

research contract for the length of the lockdown, which allowed further in-person
meetings that were critical to the development and closure of this study.

55
 CHAPTER 4. Results

“There is a crack in everything,

That’s how the light gets in.”
Leonard Cohen

4.1 Educators’ competences frameworks and models in ESE

In this section, the reader will find a detailed description of the four main results
of the systematic literature review I conducted in Phase I of this thesis. This includes the
general background of the reviewed documents, the conceptual and pedagogic
approaches behind the concepts of sustainability and competences, the Typology of
sustainability competences identified from the frameworks, and the pedagogic strategies
applied to develop educators’ competences in ESE. These results were published in the
following journal reference:
Corres, A., Rieckmann, M., Espasa, A., & Ruiz-Mallén, I. (2020). Educators
Competences in Sustainability Education: A Systematic Review of Frameworks.
Sustainability, 12(23), 9858. https://doi.org/10.3390/su12239858

4.1.1. General background of the reviewed documents

Table 10 shows the educators’ competence frameworks and models in ESE

reported in the reviewed articles, as well as the main characteristics of the research
projects in which these were developed. In some cases, frameworks such as UNECE
(2012) and CSCT (Sleurs, 2008) were used as a guide to developing their own
frameworks, whereas in other cases, these main frameworks were directly applied without
changes. Another guiding framework was the key competences in sustainability model
by Wiek et al. (2011), which was first designed as a global model of converging a set of
key competences to guide the design, teaching, and assessment of programs and courses
in sustainability science. For some authors (Bianchi, 2020), the Wiek et al. (2011)
framework has been the most influencing study on general sustainability competences.

56
Table 10. Frameworks and models used in the reviewed papers and related projects.

Frameworks or models Reviewed study, specific project name, territory, and research
used for guidance or focus.
direct implementation
D1. EU Project A Rounder Sense of Purpose (RSP)
• Based on: UNECE-ESD educators’ competences framework
(UNECE, 2012)
• Research focus: Framework design and training courses that
assessed the competences
D2. Spanish project Education for sustainability from the perspective of
Complexity (CESC).
• Based on Competencies for ESD teachers (CSCT) (Sleurs, 2008)
and UNECE-ESD educators’ competences framework (UNECE, 2012).
• Research Focus: Framework design
D3. Albania and Kosovo project Connecting Science-Society
collaboration for sustainability Innovation (ConSus).
• Based on: UNECE-ESD educators’ competences framework
(UNECE, 2012) and key competences in ESD by Wiek et al. (2011)
model.
• Research focus: Training that assessed competences by using
existing frameworks
UNECE-ESD educators’ D4. Not a research project reported-UK
• Based on: UNECE-ESD educators’ competences framework
competences framework (UNECE, 2012).
(UNECE, 2012 • Research focus: Training that assessed adapted competences from
an existing framework.
D7. Not a research project reported-European.
• Based on: UNECE-ESD educators’ competences framework
(UNECE, 2012).
• Training that assessed adapted competences from an existing
framework
D12. Not a research project reported-Latvia.
• Based on: UNECE-ESD educators’ competences framework
(UNECE, 2012).
• Research focus: Analysis of the relation between competences for
educators in ESD of an existing framework and educators' identity
(mathematics teaching).
D14. Not a research project reported
• Based on: UNECE-ESD educators’ competences framework
(UNECE, 2012) and key competences in ESD by Wiek et al. (2011)
model.
• Research focus: Training that assessed adapted competences from
an existing framework
D2. Spanish project Education for sustainability from the perspective of
Complexity (CESC).
• Based on Competencies for ESD teachers (CSCT) (Sleurs, 2008)
Competencies for ESD and UNECE-ESD educators’ competences framework (UNECE, 2012).
teachers (CSCT) (Sleurs, • Research Focus: Framework design.
D9. EU project Competencies for ESD teachers (CSCT) (Sleurs, 2008).
2008) • KOM-BiNE Competence model (Competences for ESD in
Teacher Education) (Rauch & Steiner, 2013)
• Research focus: Framework design and training that assessed the
competences.

57
 D3. Albania and Kosovo project Connecting Science-Society
collaboration for sustainability Innovation (ConSus).
• Based on: UNECE-ESD educators’ competences framework
(UNECE, 2012) and key competences in sustainability by Wiek et al.
Key competences in
(2011) model.
sustainability by Wiek • Research focus: Training that assessed competences using
existing frameworks
(2011)
D14. Not a research project reported.
• Based on: UNECE-ESD educators’ competences framework
(UNECE, 2012) and key competences in ESD by Wiek et al. (2011)
model.
• Research focus: Training that assessed adapted competences from
an existing framework
D5. Spanish project Education and Social Innovation for Sustainability
(EDINSOST).
• Research focus: Training that assessed adapted competences from
an existing framework.
D6. Spanish project Education and Social Innovation for Sustainability
(EDINSOST).
EDINSOST (Winter et al.,
• EDINSOST framework based but adapted to engineering
2016) programs.
• Research focus: Framework design.
D10. Spanish project Education and Social Innovation for Sustainability
(EDINSOST).
• EDINSOST framework based but adapted to all university levels.
• Research focus: Training that assessed adapted competences from
an existing framework
ESD-specific professional
action competency of D13. Switzerland project Learning to help shape the future (ZMiLe -
teachers in Kindergarten Zukunft mitgestalten lernen-, 2013).
• Research focus: Analysis of two competences models (CSCT and
and Primary School ECE) and the design of a new framework.
(Sleurs, 2008)
Standards for the Initial
Preparation of
Environmental Educators
D11. Not a research project reported -Spain.
(NAAEE, 2010) • Model of environmental competencies for pre-service teachers,
Guidelines for the based on the considered components of environmental literacy (Álvarez-
García et al., 2019).
Preparation and • Based on: Standards for the Initial Preparation of Environmental
Professional Development (Yavetz et al., 2009), Guidelines for the Preparation and Professional
Development of Environmental Educators (Simmons, 2000), The
of Environmental Excellence in Environmental Education Guidelines for Learning K-12
Educators (Yavetz et al., (NAAEE, 2010).
• Research focus: Analysis of the link between different personal
2009) The Excellence in and educational factors and the acquisition of environmental competences
Environmental Education from a dimensional model.
Guidelines for Learning K-
12 (Wiek et al., 2011)

Differently, some other studies employed frameworks explicitly created for

different research purposes. It was the case of the EDINSOST framework (Albareda-

58
Tiana et al., 2018) designed by a Spanish project to define a sustainability competence
map for different university degrees, to validate various didactic strategies, and to assess
the training needs and sustainability competence levels among teachers and students. The
framework named ESD-specific professional action competency of teachers in
Kindergarten and Primary School (Bertschy et al., 2013) was also purposely developed
by a research project in Switzerland to serve as a basis for the development of further
education offers and coach for advanced professionalization of teachers in ESD.
Interestingly, all the studies reviewed were conducted in European countries: UK
(D1, D4), Cyprus (D1), Italy (D1), Hungary (D1), The Netherlands (D1, D7), Estonia
(D1), Spain (D2, D5, D6, D8, D10, D11, D14) Czech Republic (D7), Austria (D9), Latvia
(D12), and Switzerland (D13). Most of them were developed within formal education
contexts, including teacher training institutes (D1, D3-D6, D8-D11, D14), while the rest
was conducted in non-formal educational settings such as learning camps (D1, D2, D7).
Participants were educators in basic education (D1, D5, D8, D12, D13) and university
level educators (D1, D3, D4, D6, D7, D9-D11, D14). One study did not report the level
of education (D2).
Finally, I also found a study developing its own framework but using results and
findings from previous projects on teachers' professionalization in environmental
education. The model of environmental competencies for pre-service teachers, based on
components of environmental literacy (Álvarez-García et al., 2019), was designed by
using projects developed by the North American Association of Environmental Education
(NAAEE, 2010), such as the Standards for the Initial Preparation of Environmental
(Yavetz et al., 2009), Guidelines for the Preparation and Professional Development of
Environmental Educators (Simmons, 2000) and The Excellence in Environmental
Education Guidelines for Learning K-12 (NAAEE, 2010).

4.1.2. Conceptual and pedagogical approaches behind the concepts of

sustainability and competences

Interestingly, the definition of the term sustainability was not explicitly addressed
by any of the reviewed papers. I found a similar situation with the concept of ESE but, in
this case, the studies referred to different related terms from which one could infer their
understanding. One of them referred to EE as an approach employed in its framework and
used it exchangeable with ESD (D14). In contrast, other articles established direct links

59
between ESD and their approaches or frameworks (D1, D4, D7-D13). Thus, generally
speaking, selected studies seemed to agree with the global vision of ESD, and often
support this approach by relying on UNECE documents that are in line with the ESD
concept and other UNESCO reports and European level conferences about education and
sustainability.

The definition of ESD, although not explicitly present in all papers, was included
in some of them by using different formulas. For instance, one of the studies (D2) referred
to UNESCO’s ESD approach that highlights its transformative potential toward changing
individual and collective behaviors:

Education for Sustainable Development has the potential to empower learners to

transform themselves and the society they live in by developing knowledge, skills,
attitudes, competences and values required for addressing global citizenship and
local contextual challenges of the present and the future, such as critical and
systemic thinking, analytical problem-solving, creativity, working collaboratively
and making decisions in the face of uncertainty, and understanding of the
interconnectedness of global challenges and responsibilities emanating from such
awareness (UNESCO, 2015, p. 1)” (D2) (Garcia et al., 2017, p. 773).

In another case (D9) ESD was mainly understood as a powerful tool for
encouraging participation and reflection: “Education for sustainable development does
not aim at changing people’s lifestyles, but at empowering and encouraging people to
participate in designing sustainable development and to critically reflect on their own
action in this area (Künzli-David, 2007, p.30)” (D9) (Rauch & Steiner, 2013, p. 14)

By contrast, other studies presented well-known debates about the different

understandings of sustainability within an ESD perspective, its scope, and contradictions
(D3, D4, D5, D6, D14). And, in doing this, some of them defended the use of ESD over
EE when dealing with educators' competences (D3, D5, D6). In D3, for instance, it is
argued that EE is reduced to the natural world while ESD deals with the interaction with
the social one:

(…) while EE is focusing in preservation of the natural environment and the

reduction of human impact, ESD teach awareness, skills, perspectives and values

60
 that will guide and motivate people to pursue sustainable livelihood, participate
in a democratic society, and live in a sustainable manner (McKeown and Hopkins,
2003) (D3) (Meyer, 2017, p. 744).

Looking at the ways that the studies approached the term competences,
surprisingly, it was found that almost half of the reviewed studies did not define this
concept (D2, D4, D6, D10, D12 and D13). Papers reporting definitions included elements
such as attitudes, knowledge, values, and skills or abilities (D1, D3, D5, D7, D8, D9, D11,
and D14).

Regarding the links between sustainability and competences in definitions, just a

few articles (D6-D8) integrated into their definition of competence, theoretical elements
specifically related to sustainability, for seeing this relationship as a competence itself
(sustainability competence) or as the final goal to be pursued (competences towards SD).
Few articles explicitly referred to sustainability competences as professional
competences (D2, D7, D13). For example, in D13, there was some concern expressed
about the understanding of ESD competences for educators under a strict behaviorist
approach. This article argued that the professionalization of teachers could not depend on
promoting specific behaviors towards sustainable development. In only one paper,
sustainability competences were defined as different from generic competences (D1). In
this line, I identified two main understandings of the competences for educators in ESE
among the reviewed papers. The first understanding addressed by D4, D6, and D11
conceptualized these competences as those related to generic competences that are not
necessarily focused on the role of educators. This understanding was somehow linked to
educators or future teachers in ESD, but overall addressed to foster environmental skills
or values in a general way, that is, they could also be applied for students or any other
societal actor. Some examples:

-D6: "Participation in Community processes that promote sustainability"

(Sánchez-Carracedo et al., 2018, p. 6).

-D11: "To engage in individual behavior that is respectful of the environment in

everyday life, as well as participating in pro-environment collective actions"
(Álvarez-García et al., 2019, p. 14).

61
 On the other hand, most of the papers (D1- D3, D5, D7-D10, D12-D14)
conceptualized sustainability competences as those explicitly considering the role of
educators. This understanding explicitly focused on knowledge, values, skills and
attitudes needed for the educator in a ESE context. Some examples:

- D8: "Manage emotions and concerns: promoting reflection on one's own

emotions and as a means to reach a deeper understanding of problems and
situations." (Cebrián & Junyent, 2015, p. 2771).

- D12: "Facilitate participatory and learner-centered education that develops

critical thinking and active citizenship." (Pipere & Mičule, 2014, p. 20).

In close relation to how educators can put these competences in ESE into practice,
I identified that all of the reviewed papers adopted a socio-constructivist pedagogical
perspective using a competence-based approach. In doing this, some referred to a
transformative and socially critical pedagogy approach towards sustainability (D3-D10,
D14), highlighting, for instance, the importance of linking the academic content to real-
life problems to undertake action (D3). Other studies also embraced a holistic approach
that related ESE with inter and transdisciplinary work, as well as complexity and research
competences (D1-D3, D5-D7, and D10). Central pedagogical aspects in this regard also
included reflection (D12, D14), collaboration (D1, D3, D7, D11 and D14) and
participation (D12, D14).
4.1.3. Typology of sustainability competences identified from the frameworks.

I identified a total of 29 educators' competences across the reviewed frameworks

and models in ESE (Table 11). As explained in the Methods section, for the analysis, I
included into the same competence type those holding the same meaning and named by
the studies in the same way, as well as those with slightly different names or without a
specific name but promoting the same idea. According to the selected three learning
moments or experiences represented by the UNECE pillars of learning (2012), I found
that most of the competences were related to LtD (12), followed by LtB (8). In contrast,
only a few were associated with LtK (3). The two bridging groups also showed notable
differences in the number of the competences related to each group since only one
competence was included in K/B and seven in B/D. Interestingly, frameworks defined
some competences in broader terms without making an explicit reference to ESE, such as

62
in the case of Intellectual Development and Scientific Thinking in the LtK group,
Table 11. Competences name, group and definition, and the studies naming them(*).

Competence Compet Study/ies and

name ence Broader definition chosen original competence
Group name
Intellectual Putting emphasis on the intellectual development of D8-Transversal
LtK
Development students (D8) (Cebrián & Junyent, 2015, p. 2775) competencies1
D42
Explaining and interpreting phenomena D8- Science
Scientific scientifically and identifying appropriate education
LtK
Thinking explanations and predictions (D8) (Cebrián & competencies1
Junyent, 2015, p. 2775) D10-Research
Comperency1
D1- Criticality1
D23
D32
D42
D5- Sust11
D6- C11
Critical D72
LtK Critical contextualization of knowledge establishing
Thinking D82
interrelationships between social, economic and
D92
environmental, local and/or global problems (D9)
D10- Sust11
(Rauch & Steiner, 2013, p. 19)
D11-EC51
D122
D132
D142
D1-Systems1
D23
D42
To know the main concepts and principles in
D52
connection with the Earth as a biophysical system
D82
Connections K/B and in connection with the relationships and
D10-SC11
interactions between society and the environment
D11-EC1/EC21
(D11) (Álvarez-García et al., 2019, p. 4)
D132
D14-Systems
Thinking1
It offers ways of addressing and helping to shape
Futures LtB D13
the future […]. It enables individuals to recognize

63
 relations and possible evolutions between past, D8-Future
present, and future and envision possible or /alternative scenarios
thinkable futures alternatives and their impact (D1) visioning1
(Vare et al., 2019, p. 10). D92
D102
D142
This competence relates to knowledge about
sustainability issues while emphasizing the
difference between information and understanding.
Our pre-existing knowledge determines how we see D13
Attentiveness LtB the world and what we notice in our environment D122
[…] The goal of an educator is to help learners to D142
process new knowledge explicitly and not to simply
be exposed to information about the world (D1)
(Vare et al., 2019, p. 11).
It takes into account the historical perspective of D3-Holistic
Holistic sustainability, analyzes different dimensions, approach1
Dimension of LtB promotes creativity and innovation, reflects on new D52
Sustainability ways (D6) (Sánchez-Carracedo et al., 2018, p. 8) D63
D103
Working towards sustainability calls for the ability
to collaborate with a diverse group of people. D13
Transdisciplina Educators are challenged to promote this D72
LtB
rity competence among their learners and model it by, D8-Transversal
for example, facilitating school-community competencies1
collaborations […]. (D1) (Vare et al., 2019, p. 11).
The educator works with others from a perspective
of uncertainty as an ethical, social and political
Uncertainty LtB attitudes to seek social construction and with an D23
open view of the future (D2) (Garcia et al., 2017, p.
777).
D1-Empathy1
D8-Manage emotions
To manage emotions and concerns: promoting
and concerns1
Emotions reflection on one’s own emotions as a means to
LtB D92
Management reach a deeper understanding of problems and
D102
situations (D8) (Cebrián & Junyent, 2015, p. 2771).
D132
D142

64
 To provide student-centered education to promote
D72
Learner the development of critical thinking, active
LtB D122
centered citizenship and participation (D14) (Pipere &
D142
Mičule, 2014, p. 313).
Fostering in students a sense of belonging to the
Belong to D8- ESD
LtB environment (D8) (Cebrián & Junyent, 2015, p.
nature competencies1
2775).
Meaning the time perspective for change toward
sustainable development (…) understanding the
reasons for unsustainable development, its actual
D33
development and also its future prospective. It also
Envisioning D9-Visioning1
B/D refers to motivation for learning out of those
change D122
experiences and raising awareness for the need of
developing shared visions among the different
perspectives of scientific and societal stakeholders
(D3) (Meyer, 2017, p. 749).
A way of coexisting. The educator works with D23
others in such a way that (…) norms, values, D33
attitudes, beliefs and assumptions guide our D5-Sust 31
Learning to perceptions, our thinking and our decisions and D73
B/D
live together actions. Cooperation, interdependence, pluralism, D10- SC 31
understanding, equality, freedom, uncertainty as an D11-EC 31
ethical attitude all foster the move towards ESD D14+
(D2) (Garcia et al., 2017, p. 777).
D23
That which facilitates acceptance and approaches
D72
multiple ways of understanding the world and
D8-Establish a
Dialogue B/D promotes the exchange of ideas, cooperation,
dialogue between
negotiation and understanding (D2) (Garcia et al.,
disciplines1
2017, p. 776).
D142
As one requisite competence, ESD teachers must be
able to organize and moderate cooperation with
D92
non-formal educational institutions, in order to
Networking B/D D102
arrange for learning opportunities for pupils in and
with extramural institutions (D9) (Rauch & Steiner,
2013, p. 21).
Ability without which all other areas are D93
Communicatin
B/D inconceivable. While communication is a sine qua D10-Research
g
non for planning, organizing and networking, it is Comperency1

65
 not a matter of course for the more individual areas
(D9) (Rauch & Steiner, 2013, p. 20).
D1-Action1
Related to transformation approaches in education, D33
Achieving
pedagogy and for educators and education systems D82
Transformatio LtD
in all the levels (Lk, Llt,Lb,Ld) (D3) (Meyer, 2017, D122
n
p. 740). D132
D142
Developing habits and attitudes favorable to the
Healthy promotion of healthy lifestyles, at the personal and D8-Transversal
LtD
Lifestyles community level (D8) (Cebrián & Junyent, 2015, p. competencies1
2775).
[The teacher] is capable of successfully carrying
out the economic management (amortizations, fixed
Economic
LtD costs, variable costs, planning budgets, detect D63
Dimension
deviation, make a business plan) of a project (D6)
(Sánchez-Carracedo et al., 2018, p. 10).
That which generates imaginative processes that D23
involve a specific result, be that an action, idea or D52
object. Enables the creation of spaces for shared D62
Creativity LtD
learning and promotes the visualization of D10-Competency
sustainability scenarios (D2) (Garcia et al., 2017, p. Unit 1.21
776). D132
D13
D23
Educators will need to reflect on their practice and
D42
renew their methods as they adapt to new situations
Innovation LtD D62
while understanding that "new" is not necessarily
D8-Establish a
better (D1) (Vare et al., 2019, p. 11).
dialogue between
disciplines1
[…] the educator of ESD will have a range of tools,
D13
through which to develop their learners' abilities to
D42
act responsibly. In this way, they will encourage
Responsibility LtD D62
long-term thinking about what kind of human
D8-Transversal
beings we want to be and what kind of world we
competencies1
want to live in (D1) (Vare et al., 2019, p. 11).
[The teacher] takes into account the social impact
Social
LtD (social justice, equity, diversity, transparency, D63
Dimension
gender perspective, needs of the most vulnerable

66
 groups, strategies against corruption) of his/her
work (D6) (Sánchez-Carracedo et al., 2018, p. 10).
D1-Participation1
D5-Sust 31
D6- C31
D8-Science education
Participation in community processes that promote
Participation in competencies1
LtD sustainability (D6) (Sánchez-Carracedo et al., 2018,
Community D10-Sust 31
p. 6).
D11-EC61
D122
D14-Interpersonal
competence1
Takes into account the environmental impact
(reuse, reduction, recycling, minimization of the
Environmental
LtD natural resources and residues, the concept of D63
Dimension
ecological footprint) of his/her work (D6)
(Sánchez-Carracedo et al., 2018, p. 10).
D6-C41
D92
D10-Sust 41
D11-EC3 and EC51
Applying To apply ethical principles related to sustainability
D13-ESD
Sustainability LtD values in personal and professional behavior (D10)
competence aspect
Values (Albareda-Tiana et al., 2018, p. 2).
motivation and
volition1
D14-Normative
competence1
Sustainable use of resources and prevention of
Sustainable
negative impacts on the natural and social D6-C21
Use of LtD
environment (D6) (Sánchez-Carracedo et al., 2018, D10-Sust 21
Resources
p. 6).
Ability to choose possible teaching topics and to
evaluate their aptitudes for ESD regarding their D102
Design
economic, ecological, social and cultural design as D13-ESD competence
Educational LtD
well as their relevance for sustainability aspect knowledge
Activities
(pedagogical content knowledge) (D13) (Bertschy and ability1
et al., 2013, p. 5076).
(*) Meaning of the superscript numbers next to the studies:
1The competence was named in a slightly different way, but the main idea agrees with the broader definition of the
competence, there is an explicit indication of the original name.

67
2The competence was not named under any particular name, but the main idea agrees with the broader definition of
the competence.
3The competence was exactly named as the Typology offered.

The most commonly mentioned competence in the reviewed frameworks and

models was Critical Thinking, which belonged to the LtK group and was found in the 14
studies (100%). Connections, which was classified as a bridging competence in the K/B
group, was found in nine frameworks (64%), followed by Participation in Community,
from the LtD group, mentioned by eight frameworks (57%) and the bridging competence
of Learning to Live Together by seven papers (50%). Also, Emotions Management (42%)
and Futures (35%) from the LtB group and Achieving Transformation (42%) belonging
to the group of LtD relatively stand out. By contrast, I found several competences in
different groups that were only mentioned by one study (7%), most of them referring to
specific aspects of the UNECE pillar of LtD (Mulà et al., 2017) and included in the
framework of D6, such as Economic Dimension, Social Dimension and Environmental
Dimension. Figure 4 offers a visual representation of the identified competences across
the learning process and their quantitative presence in the reviewed studies. As mentioned
above, four competences were included in most of the frameworks reviewed (between
50%-100% of the 14 studies reviewed). Nine competences were cited by 4 to 6 articles
(between 30%-49% of the documents), while 16 competences were less represented since
they were only found in one, two or three studies (between 7% and 29% of the total).
Figure 4. Typology of competences and percentage of their presence in the reviewed
frameworks, by groups of competences.

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 When looking at the different types of competences included in the reviewed
frameworks and models, it was often found that replicability was a topic of concern and
discussion. Some studies highlighted that the framework presented, and consequently, the
competences included, had been used by different institutions or in other scenarios
beyond the original ones (D1 and D2). Also, they raised the concern that the additional
impact of these frameworks will depend on the institutional (research-teaching) and
governmental willingness to adopt and implement them (D1, D3, D5, D7). This concern
relates to the challenge of how each competence will be understood, and consequently
implemented, by each institution and teacher (D1). Additionally, in the case of those
frameworks resulting from a crossed analysis between competences in ESE and other
topics such as competences for mathematics educators (D12), complexity (D2), or
research (D10), such integrative approaches were seen as a positive innovation but also
required further research to be fully implemented in the field of ESE.

4.1.4. Pedagogical strategies applied to develop educators' competences in ESE.

More than half of the studies (64%) included and reflected about the pedagogical
methods and activities that could be employed to promote the educators’ competences in
ESE addressed in their frameworks (D1, D3-D5, D7-D10, D14). These pedagogical
strategies were not explicitly linked to the promotion of any particular competence, but
they could be associated with the three main UNECE pillars of learning representing
learning experiences (Mulà et al., 2017). Some relevant examples are presented in what
follows:

-Learning to Know: A variety of pedagogical activities mainly addressed Critical

Thinking and Scientific Thinking competences, ranging from peer discussions to planning
a research project. For instance, peer discussions were implemented primarily to let
educators know and reflect on the history of the field of ESE while exploring its different
paradigms from a critical perspective (D4). Holding periodic peer discussions together
with group analysis procedures and the planning and design of a research process through
a series of guiding tasks and questions were also highlighted as useful to foster these
competences among educators (D5, D10).

-Learning to Be: Transdisciplinarity and Dialogue, for instance, were promoted

69
through developing briefs for teaching sustainability by working in interdisciplinary
teams of educators (D4). An artistic, pedagogical proposal was applied in the case of the
competence Apply sustainability values for which role plays were used because of the
potential of this approach to work with values, and particularly sustainability values
(D14). By contrast, finding pedagogical activities to address the competence of Holistic
Dimension of Sustainability effectively was challenging (D1, D6-D8). Exceptionally, it
was highlighted that working in small groups to solve real problems was crucial for
developing this competence (D10). But another study suggested that the implemented
pedagogical activities to promote a holistic view of the system were not successful
because teachers conferred more importance to Learn to know related competences than
to those competences working on attitudes, values and emotions from the LtB group (D8).

-Learning to Do: Pedagogical strategies promoting competences related to

Participation in Community and Decisiveness included, for instance, the provision of an
authentic and real-world task in the classroom (D1), excursions with municipal bodies
and other local stakeholders outside school (D3), and research projects on real
sustainability problems which findings were further presented in congresses through
posters. Additionally, within these projects, other actions were implemented to improve
these competences among educators such as their involvement in the development of
blogs, lapbooks, models of ecological information for schools, or compilations of
activities in parks. In some cases, these pedagogical actions and strategies were done in
international teams of educators facilitated by the use of digital technologies (D7). These
active-learning strategies were found as useful in addressing real-world problems. Still,
it was argued that further research should consider socio-demographic aspects when
designing the pedagogical activities focused on LtD competences to contextualize them
and increase their effectiveness in terms of transformation (D5).

It is worthy to notice that, in some cases, these pedagogical interventions

approached the educator as a student in the hope that through experiencing and doing the
activities they could replicate them in their role as educators (D3, D4, D8, D9, D10).
However, these interventions did not include spaces for reflection on how the educators
could relate the competences they were acquiring as students with their role as educators.
Training participants could even have had problems to differentiate and recognize that
the competences to be developed were for them as educators and not for their students

70
(D1). Only in several cases, training participants had the opportunity to reflect on their
role as educators when improving their competences through the activities (D1, D5, D7,
D14).

Finally, in some cases, the analyzed pedagogical interventions led educators to

reflect on their role in influencing pupils’ behavior and how to improve their practice
towards more action-based and transformational education perspectives (D5, D7, D9,
D12, D14). See, for instance, the following observations and testimonies from two
studies:

-it is not about training children to adopt a behavior which has been recognized
as correct, but about supporting them in taking decisions based on their own
judgment. (D9) (Rauch & Steiner, 2013, p. 19).

-(…) future teachers highlighted the importance of using motivational

methodologies based on globalized approaches which favor interaction and
participation, and where students go from being spectators to becoming actors (D14)
(Varela-Losada et al., 2018, p. 316).

4.2. Interlinkages between ESE educators’ competences, and their pedagogic

challenges and motivations.

In this section, I present my findings resulting from the analysis of the

interlinkages between educators’ competences in ESE and their teaching challenges and
motivations. First, I show the results of the quantitative and qualitative analysis on the
competences that educators perceive as needed for their teaching in ESE, and then I
present the results on their motivations and challenges. Finally, results on the
interlinkages between the three components are described.
These results were presented in an oral presentation format in the 11th World
Environmental Education Congress: Building Bridges in Times of Climate Urgency,
which took place in Prague (Czech Republic), from March 14th to 18th, 2022.

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 4.2.1. Competences in ESE perceived by educators as needed in their teaching in
both formal and non-formal settings.
Transdisciplinarity stood out as one of the most relevant competences for
educators across both educational contexts, formal (F) and non-formal (NF), since it was
the most mentioned competence in the interviews (20-F/21-NF)1. But the most widely
mentioned competence among educators in the formal context was Systems (25-F/15-
NF). Educators in the non-formal context also emphasized the relevance of Participation
(15-F/20-NF). Other competences were similarly emphasized across both educational
contexts: Values (16-F/16-NF), Action (16-F/16-NF), Empathy (16-F/14-NF), Creativity
(13-F/14-NF), Criticality (11-F/8-NF), and Decisiveness (6-F/7-NF). By contrast, the
importance given to Responsibility was slightly higher in formal contexts than in non-
formal (11-F/6-NF) as it happens in the case of Attentiveness (12-F-2NF) that was much
less emphasized in the non-formal setting. Finally, the competence Futures (3-F/0-NF)
was perceived in both contexts with less relevance (Appendix D).
Qualitative data helps to understand these quantitative results. Transdisciplinarity
was especially highlighted in both educational contexts by interviewees who referred to
the need to use pedagogies to promote cooperation. Interestingly, the understanding of
who should be involved in such cooperation differed between those educators in formal
and non-formal contexts. At the same time, the first ones understood such collaboration
only among teachers and other colleagues from the school or university, the second ones
referred to seeking collaborations with other institutions. As explained by the
interviewees:
“Talk with my colleagues, with the director of the program, etc., to find out a bit
what they are doing in the other subjects to avoid overlaps because maybe your ideas are
already being addressed in others and there will be redundancies” (Transdisciplinarity /
Formal: E122).
“(…) we work with collective organizations, we have a bag of the city needs, that
we, later on, pass to the educational centers” (Transdisciplinarity/Non-Formal: E2).

In both contexts, educators also emphasized how to explain and deal with

1
The total (N) is the number of times that interviewees referred to the competence in their responses. It is
not based on the total number of participants.
2
See Chapter 3, section 3.4 Ethical considerations around the letter E use standing for Educator and an
assigned number according to the chronological order the interviews took place.

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complexity in their teaching, which is a key element of Systems competence. On the one
hand, formal educators described that it is necessary for their teaching to be capable of
providing more information and context when dealing with complex topics, because some
ESE topics are particularly intricate and can generate more profound debates than
expected. An example in an educator’s words: “If a student asks me more information, I
need to be there, to give the student a deeper vision and to those that want to go deeper”
(Systems/ Formal: E11). On the other hand, educators highlighting the Systems
competence in the non-formal context referred to the skills they need to master to provide
space to understand complex information or “digest it” instead of focusing on giving
students new information.

Moreover, and as shown by the quantitative results, the Participation competence

was also relevantly perceived, since educators reflected on techniques and pedagogies
that foster learners’ engagement when being interviewed. This can be seen across both
contexts when educators mentioned using project-based pedagogies to deal with
sustainability-related changes in and outside the classroom and the institution.
Additionally, other pedagogies related to Participation that turn the student into the
protagonist were emphasized, as revealed by some educators that encouraged their
students to share and debate their learnings at school with their families. Nonetheless, in
non-formal settings more than in the formal ones, educators emphasized components of
this competence when, for instance, they explained how they relied on outdoor learning
strategies that involved not only being surrounded by nature but collaborating with other
ESE-related organizations. To illustrate this in the interviewee’s words: “they [students]
plant, harvest, prepare and eat those ailments within the school garden and with local
farmers. They do so working service-learning activities and we accompany them for a
long time” (Participation /Non-Formal: E2). However, in the formal context, only one
educator described using project-based pedagogies integrated in his/her teaching as an
extensive practice because s/he was working in a school where ESE is transversally
implemented, while the rest of formal context educators reported the use of participatory
strategies occasionally in specific pedagogies developed.
Qualitative data also helps to understand why some competences received less
attention during the interviews. For instance, Futures competence was barely referred to
in the formal setting and not mentioned in the non-formal context. Only a few educators
in formal ESE described using future studies techniques, such as futures simulation or

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multiple scenarios with retrospective analysis through time, to help their students envision
potential futures and evaluate their impacts. As stated by a participant when implementing
retrospective scenarios to imagine possible futures: “my exams always have two images
with 70 or 60 years of difference. I want them to explain to me the changes in the
landscape at the social, ecological and climate change levels” (Futures/ Formal: E17).
In the case of Attentiveness competence, it was referred by some educators, particularly
in the formal context. They explained how they applied appealing pedagogical methods
that raised students’ interest and awareness of the need of urgently changing
unsustainable aspects of our society, doing so promoting discussions with multiple
perspectives. In a participant’s words: “you have to help them to anchor the concepts into
the real world, the science we explain to them translated to their reality, to me that is
indispensable” (Attentiveness/Formal: E17). Thus, using teaching techniques to promote
reflection about the future and to learn how changing urgently unsustainable aspects of
the human-nature relationship, were not particularly emphasized by interviewed non-
formal educators.

4.2.2. Motivations and drivers towards engaging in ESE

As shown in Appendix E, within formal education settings, educators’

motivations were notably linked with experiences they had while studying under the
Studies code back in their childhood experiences or as university students (12 quotations-
Formal). As one of the interviewed teachers explained: “I had some practices with a
teacher who was able to transmit this interest to me, and from that point to now, I keep
exploring this. He (the teacher) was my great master; this needs to be acknowledged”
(Studies/Formal: E7). Few were mentioned to be motivated concerning their involvement
in activism or social movements outside an educational institution under the Participation
in non-institutional experiences code (7-F). Meanwhile, only one formal educator
reported being motivated towards ESE because the educational institution pushed him to
engage in ESE (coded as Institution reputation). That is, his/her university decided to look
for sustainability innovations to increase its reputation.

On the other hand, educators in non-formal educational settings were mainly

motivated by engaging in previous environmental and social advocacy (Participation in
non-institutional experiences code:16-Non-Formal). As one educator mentioned:

74
 “Then there was a point where we said: Let’s do things for this! But we realized
that we Europeans go and do things in other parts of the world, and we have a lot
of work here, too. Sometimes you need to go to realize this.” (Participation in non-
institutional experiences-Non-Formal: E18).

Some others also mentioned they become motivated from previous educational
experiences. For instance, several remembered a high school teacher who inspired them
to become interested in biology and the environment (Studies code: 5-NF); or how having
worked in an educational institution that was already ESE oriented fostered their interest
in ESE (Working institution code: 2-NF). An educator mentioned h/she felt motivated by
trying to work towards sustainable challenges from his/her own’ ESE institution, such as
the lack of curriculum coverage of ESE topics, among others (Participation in working in
Educational Institution experiences code: 1/NF).

4.2.3. Challenges experienced by ESE educators in their practice.

By looking at the quantitative data, there was more emphasis towards Instructional
(29) and Institutional (21) challenges within participants’ ESE practice than Community
(6) challenges (See Appendix F).

Within Instructional challenges, educators referred to their self-perceived lack of

expertise to implement creative and diverse pedagogies, as well as their lack of
knowledge around specific sustainability topics, such as teaching about marine species in
the Mediterranean or biodiversity in the closer mountain in Barcelona (i.e., Collserola),
to name some of the examples provided by educators. Some formal educators also
referred to the difficulty in planning and teaching within heterogeneous backgrounds
since, in occasions, their students (especially at the higher education level) came from
diverse disciplines and motivations. In this sense, it was also challenging for educators in
this context, to integrate into their teaching some relevant topics theoretically associated
with ESE issues, such as gender topics. These teachers explained that such topics were
far away from their disciplinary background, even though they were interested in knowing
more about them to also be able to teach them. Descriptions from the non-formal context
described environmental dilemmas experienced. For instance, an educator explained how
when deciding to use plastic elements into his/her teaching, he/she considered these could

75
facilitate a participatory-oriented project, but also a concern was raised among he/she and
their colleagues in terms of the possibility to send a contradictory message to their
students.

Other Instructional challenges referred to how to deal with the lack of interest
among their students in ESE-related topics. As an educator in a formal context explained:
“more and more we see that our students are disenchanted, they are not worried about
anything. They are not aware of where they live, they have no will to change and
transform the world” (Instructional/Formal: E6). Educators from formal contexts
described struggling with the lack of motivation among their students and complained
about not being able to help them grasp ESE-related values and truly motivate them. In
the case of university teachers, they also felt students suffered from a lack of basic literacy
around ESE topics that prevented them from to becoming interested, as explained during
the interviews:

“They [the students] don’t have any background information about the topic, so
it’s difficult for them to have an opinion and propose things since they do not know
them. And consequently, they don’t know how to be critical or become interested”
(Instructional/Formal: E5).

In the non-formal context, some educators found it challenging to deal with

students’ emotions when, for instance, explaining about the future without being
catastrophic or leaving them with a feeling of hopelessness. In an interviewee’s words:
“to awake interest and motivation within my students, especially generate in them the will
to act and do things without frustrate them, since sometimes there’s almost panic when
words like climatic emergency emerge” (Instructional/Non-formal: E18).

In terms of the Institutional challenges, these were described in both contexts as

related to limitations and barriers to promoting collaboration with other colleagues at their
own schools or from other organizations involved in ESE. For instance, in the formal
context, an educator described difficulties to carry on a whole-institution sustainability
project and concluded it was because: “my colleagues have no knowledge about
sustainability” (Institutional/Formal: E16). Other challenges mentioned at the formal
settings were related to the rigidity of the curriculum and the pedagogies promoted by
their institutions; as an educator explained, “According to the curriculum, we have to

76
make students memorize, for instance, the five nature kingdoms. That’s a lot of memory!”
(Institutional/Formal: E4). In contrast, among non-formal settings educators, these
challenges were more associated with their precarious work conditions, which meant
overwork and lack of time to do their pedagogic interventions properly, generating
insufficient time to bond with students.

Finally, Community challenges mainly were associated with a need for more
cooperation with other organizations and members of the closest community. This was
explained differently across both contexts. For example, an educator from the formal
context explained they should get more opportunities to collaborate with institutions,
which could allow non-formal educators to teach their students complementary to the
mandatory curriculum (i.e., outside school ESE educators’ visitors proposing
extracurricular pedagogies such as school gardening) and improve students’ motivation
toward environmental and sustainability issues. Also, in the formal context educators
explained that some families demotivate students towards ESE by not supporting their
child’s environmental actions (e.g., discouraging them from using recyclable objects).
Similarly, educators from non-formal settings explained how some action-based projects
developed by their students did not achieve involvement from the large and closest
school’ community, which was necessary for the project’s success and to keep students
motivated. In the case of the non-formal context, this lack of cooperation was also
perceived as happening among different ESE-oriented NGOs in the Barcelona
Metropolitan Area since, according to them, there is a competition to win governmental
budgets, causing an uncooperative spirit between them.
4.2.4. Connections between competences, motivations, and challenges.

Figures 5 and 6 show two graphical syntheses of the analyzed codes interlinked
in both formal and non-formal contexts, respectively. In the center of both figures are
rectangles corresponding to the twelve ESE educators’ competences proposed in the RSP
framework of educator competences in ESE (Millican, 2022; Vare et al., 2019). The
thicker the rectangle is, the more quotations received that competence, that is, more
perceived emphasis quantitatively. At the top of both figures are circles corresponding to
the five codes for educators’ motivations or drivers towards ESE (Timm & Barth, 2021).
At the bottom of both figures, are triangles corresponding to the three codes of the action
fields where educators perceived challenges in their practice (Rauch & Steiner, 2013).

77
The arrows thickness pointing to the competences from both their motivations and their
challenges, represents the quantitative interlinkages between their motivations and
competences (on the top) and among their challenges and competences (on the bottom).
The thicker the arrow is, the more emphasis was found in the quotations number.

Figure 5. Formal context analysis.

Figure 6. Non-formal context analysis

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 First, for the formal context (Figure 5), results show that Transdisciplinarity and
Systems competences were especially emphasized as relevant by these educators
(rectangles thickness). Nevertheless, these competences also strongly associated with
motivations (arrows thickness link to circles) and challenges (arrows thickness link to
triangles). Notably, no challenges were associated with Futures and Decisiveness
competences. Neither Futures, Creativity nor Criticality were associated with their
motivations.

Within formal educators’ discourses around their motivations, elements of

Transdisciplinarity competence were identified when educators referred to how they
chose to study a university degree with an interdisciplinary curriculum because they
thought it would be a proper space to learn about different disciplines. As seen in their
narrations: “I liked Environmental sciences the most since it was very multidisciplinary,
and I like to learn in this way, a little bit of physics, math, biology, ecology, economics”
(Studies/Transdisciplinarity/Formal: E17). However, some of them also reported having
trouble working with more disciplines in their teaching (Instructional), which is an
essential Transdisciplinarity underpinning component. As explained by an educator: “it
was difficult to try to incorporate different disciplines such as art, music…”
(Instructional/Transdisciplinarity/Formal: E7). Educators also referred to Institutional
barriers to working across disciplines, such as the rigidity of the curriculum) or the lack
of knowledge and interest in sustainability issues among some of their colleagues.
Furthermore, as the Transdisciplinarity competence also considers the broader
collaboration with other community members, the challenges described by some
educators regarding the students’ families, whose lack of involvement in students’ ESE
projects were also linked to this competence. In sum, this competence was highly
interlinked to all fields of action where educators can find challenges in this context.

Formal educators also justified their motivation for ESE because they started to
become interested in understanding complex environmental problems (i.e., pollution)
when studying at the university, which is in line with elements of the Systems competence.
Even though this competence was associated to their motivations, at the same time
educators referred to difficulties when teaching complexity (Instructional), an
underpinning component of Systems competence. To illustrate this, an educator
explained:

79
 “I think the main problem is that what the students know is poor. They have no
background yet and have a lot of trouble formulating an opinion and proposing
anything because they don’t know. As they don’t know, they don’t know how to be
critical or have any interest. I remember once we were working around the
telecommunication topic, talking about the mobiles and the problem associated
with how to do these more sustainable, and I just had to drop it because it was too
big for them, they did not understand what I was asking them to investigate”
(Instructional/Systems/Formal: E5).

Although interviewed formal educators did not perceive Empathy competence as

the most relevant, they did describe vital experiences outside school that motivated them
in ESE. For instance, they mentioned childhood experiences near natural environments
that foster their sense of belonging to the natural place and taking care for plants and
animals, to name some. Yet, some educators reported having trouble to found pedagogies
and strategies to grow in their students a sense of empathy and identification with nature,
which are also Empathy competence’ underpinning components.

My results regarding the non-formal context (Figure 6) also show that

Transdisciplinarity and Participation competences were perceived as relevant for the
educators (rectangles thickness). However, differently from the formal context, only
Transdisciplinarity was strongly associated with their motivations (arrows thickness link
to circles) and to their challenges (arrows thickness link to triangles). The competences
of Attentiveness, Criticality, Futures, and Participation were not associated with their
motivations reported. Notably, Action and Futures competences were not associated with
challenges in the non-formal context.

Non-formal educators found their motivations to become interested in ESE in their

experiences outside of school, which came from their previous hands-on experiences and
contact with nature during traveling to other parts of the world or when watching a
documentary that beautifully showed the Amazon jungle. These experiences are related
to the underpinning components of Empathy competence, such as recognizing the needs
of other beings beyond humankind. In this line, an educator exposed: “when I was three
years old, someone told me: why do you step on a little ant? Would you like a giant come
and crush you? From that moment, I think it started my ecological awareness, I don’t
know” (Participation in non-formal experiences/Empathy/Non-formal: E2). Non-formal

80
educators also reported several challenges interlinked with Empathy components, such as
how to develop coping mechanisms and resilience resources to face overwhelming ESE
topics. As an interviewee described:

“for me, the biggest challenge right now is to teach activities related to the topic
in which the result is not pessimistic. Trying they come out of the class without the
sensation that we are in a bad place where there is nothing we can do, but they
can be hopeful; you can’t just drop the bomb and leave, we have to help them see
it is possible to do things, but this is difficult for me” (Empathy/Instructional/Non-
Formal: E18).

Interestingly, there were also Institutional barriers associated with developing this
competence since some educators in the non-formal settings reported that lack of time,
associated to their precarious work conditions, generating insufficient bonding with
students, which is associated to Empathy competence elements.

Also, in their motivating experiences outside their formal education, educators

narrated how the engagement in democratic processes in the context of sustainability
triggered their interest in ESE, which is associated with elements of Action competence.
As declared by an interviewee: “I started to be involved in social movements, in the
ecologist local movement, and that was where I learned since I was 15 years old”
(Participation in non-formal experiences/Action/Non-Formal: E2). Notably, they did not
report challenges associated with this competence, except in the case of an educator who
complained about the difficulties to truly and actively engage students in an action-
oriented project.

Finally, it is interesting to notice that Transdisciplinarity competence was strongly

linked to the challenges that non-formal educators perceived in their practice. However,
differently than formal educators, these difficulties were primarily due to Institutional
barriers that prevented them from work in collaboration with others. As explained by an
educator:

“to truly fulfil the potential of our project we need someone specifically working
as a communication manager that could facilitate the communication among
entities, we have eleven buildings but only twenty-eight people […] the city is full

81
 of possibilities, I speak with someone in the urban ecology department and PUM!
the light ball lights on thinking: Why don’t we do this or that? The same when I
speak with someone from the design and arts school, or with people from high
schools, and think of many different ideas [to collaborate]”
(Transdisciplinarity/Institutional/Non-Formal: E3).

4.3. Opportunities and challenges of using digital technologies during COVID-19

pandemic from a competence perspective.
The results described in this section provide evidence of the educators’ pre-
pandemic use of digital technologies, followed by the opportunities and difficulties they
experienced when using digital technologies during the lockdown, and how these
opportunities and difficulties are connected to their competences in ESE. These results
will be published in:
Corres, A., & Ruiz-Mallén, I. (accepted). Digital technologies and the COVID-19
pandemic: opportunities and challenges for environmental educators in Barcelona.
Journal of Environmental Education

4.3.1. Setting the context: Pre-pandemic use of digital technologies.

Most interviewed educators (14 out of 17) reported using digital technologies in a
complementary way before the pandemic. Those within the formal context (7) described
using learning management platforms only for uploading texts to be read by students
before face-to-face encounters. These educators also employed digital presentations with
images and videos during their lessons. One of them also encouraged students to use
social media and blogs to share their thoughts on the topics learned in class. Non-formal
educators (7) reported using similar digital tools during face-to-face sessions. A couple
also relied on digital cartography tools (e.g., Google Maps) when visiting a natural park
or implementing citizen science projects to collect and share data on plant species and air
pollution smells, respectively. Another educator employed digital fabrication tools (i.e.,
3D printing) to create sustainable and responsible solutions that respond to community
needs in service-learning projects.

The other three environmental educators, two in formal settings and one non-
formal educator, employed digital technologies as primary tools for their teaching before
the pandemic. All three mainly relied on asynchronous online teaching through learning

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management platforms, such as virtual campuses, which involved creating and
implementing other digital tools such as virtual tours, sharing videos, and digital
presentations.

4.3.2. Opportunities and difficulties faced by environmental educators when using

digital technologies during the COVID-19 pandemic.

Overall, interviewees perceived digital tools as a pragmatic solution to continue

teaching during the lockdown. Interestingly, those who already used digital technologies
as primary teaching tools identified an increased demand for their online educational offer
during the lockdown, as mentioned by a higher education professor in an online
university: “It is clear that for the university, in the short term this has meant more people
enrolling, new students coming in, since within the pandemic context our institution is
well valued” (E11, F). Others, employed social media to strengthen networking and
knowledge sharing within the ESE field. In the words of an NGO educator who used to
organize online sessions before the pandemic: “We decided to stop doing more online
workshops [during the lockdown] and decided to give publicity to what others were doing
due to the boom in online environmental education” (E13.NF.).

Interviewed non-formal educators who used digital technologies in a

complementary way before the pandemic also explained they increased
videoconferencing tools and social media use as an opportunity to reach international
audiences, in some cases for the first time. In the words of an educator organizing
agroecology talks around service-learning projects in a public organization:

“this interaction through the screen [by using videoconferencing] allowed that
new people from outside joined the [students’] groups. Specifically, I have seen
people from Chile and Brazil that have been with them because we were able to
say: Hey, why don’t you join [the course]? And they joined even if it was 5 am for
them. And this has been interesting, and maybe if this goes on, new groups could
emerge” (E1:NF).

Participants also adopted specific digital tools they hardly used before the
pandemic and became opportunities for enhancing their teaching practice during
confinement. For instance, formal and non-formal educators highlighted the pedagogical

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value of videoconferencing to promote collective reflection and debates when
accompanied by videos and readings, to help students to become more confident and open
to participate in discussions, and to create a closeness feeling despite the physical
lockdown. Some mentioned the integration of videoconferencing in their classes allowed
them to continue working on participatory projects with other educational centers, despite
physical interaction missing, as narrated by a formal context educator:

“next week our students will share a training to other students in Girona through
videoconferencing. Before the pandemic, we used to go there, but now we have
searched some way to do the same, maybe not with the same result, but we figure
it out” (E4: F).

Non-formal educators also referred to other digital technologies, divergent from

the formal context educators, as highly useful for their teaching, such as online games,
infographics, and videos, often created by them. They used these digital technologies to
make content more accessible for students, motivate them to continue learning about their
immediate environment, and foster collaborative learning processes with students.
Consequently, many of them perceived that their digital competences improved, as the
educator working with 3D printing for ESE service-learning projects and participated in
creating online courses that were further used after lockdown. In his words:

“Even going back to normal, what we did is good for us; we created a Moodle
course that gathers all the original texts [on 3D printing for local service-learning
projects], (…) they [students] will have all the information they need; we are still
improving it.” (E2. NF).

Another non-formal educator created a virtual tour throughout a protected area to

help people connect with nature during the lockdown.

However, interviewees also detailed difficulties in their teaching practice using

digital technologies during the pandemic due to socio-emotional issues. Educators who
used digital technologies as a primary tool experienced challenges mainly related to their
lack of skills to manage students’ emotional and affective-based attitudes through
videoconferencing, that resulted from the new lockdown situation. These educators
explained that students were less focused because they were concerned about their

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family’s health, and some suffered from psychological and health problems. Interviewed
educators felt they were required to be more empathetic with their students and rethink
online and offline pedagogies into more appealing ways, which was quite challenging
because they were not used to it. Interviewed teachers from an online university
recognized they were exhausted because of such new and increasing demands.

Similar motivational challenges were reported among those environmental

educators who combined digital technologies with face-to-face activities before the
pandemic. For instance, some secondary and higher education teachers explained it was
difficult to catch students’ attention during videoconferencing with digital presentations,
adding it was not possible to know whether students were paying attention to their
explanations or not because many turned their cameras off.

Non-formal educators, whether they used digital technologies as primary or

complementary tools before the pandemic, perceived the main difficulty was replacing
face-to-face methods for digital technologies while sustaining the impact on
environmental learning. A couple of them noticed videos they created to replace outdoor
learning experiences did not have the same effect on students’ learning as when visiting
the place in situ. Another non-formal educator described videoconferencing platforms’
limitations in replicating hands-on activities s/he used to do with students:

“the main difficulty was to adapt all of these activities that required walking in
the neighborhood, to touch plants, etc., to ask them to look into their window and
perceive certain elements, it loses all the sense, I don’t know” (E9.NF).

Additionally, unequal and limited access to digital technologies was also reported
as a limitation by educators in public universities who highlighted some students did not
have access to high-speed Internet at home or had to share equipment with other family
members in the same situation, which negatively impacted on their environmental
learning. Finally, a public university teacher explained the pressure to meet the curricula
objectives impeded her from exploring a more diverse and engaging set of digital
technologies; instead, s/he predominantly used videoconferencing and digital
presentations. S/He explained: “Not everything is a game, they have to learn what is in
the syllabus, and I already had trouble learning how to use a zoom” (E7: F).

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 4.3.3. How are these opportunities and difficulties interlinked with educators’
ESE competences?

Ten of the 12 educators’ ESE competences included in the RSP framework (Vare
et al., 2019) were identified in the interviewees’ discourses about the opportunities and
difficulties they faced when using digital technologies for teaching during the lockdown.
In this sense, the Figure 7 created with the Atlas.ti’ analysis tool, shows codes’ density
when the ones related to their difficulties and opportunities were interlinked with the
competence’s codes.
Figure 7. Relation between environmental educators’ perceived difficulties and
opportunities when using digital technologies during the pandemic and educators’
competences in ESE as identified in interviewees’ discourse.

Participants' answers did not refer to two competences highly linked to the
pandemic situation in terms of dealing with uncertainty and accepting new duties:
Futures associated with educators’ capability to explore alternative scenarios, and
Responsibility, which emphasizes reflection on the impact of one’s actions on the
environment.

By contrast, Creativity was predominantly found in the educators’ narratives

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about the difficulties and opportunities encountered when using digital technologies
during the lockdown. Particularly, non-formal educators explained they could employ
digital technologies in new and creative ways when teaching sustainability-related topics
while encouraging their students to do the same. They did so by utilizing various digital
tools such as creating videos and infographics, using social media, and learning
management platforms, and playing and creating digital games. However, some of them
also recognized that replacing face-to-face activities with these tools was challenging in
terms of promoting students’ creativity to respond to sustainability-related issues, as an
NGO educator narrated when referring to the creation of videos on biodiversity
conservation that adapted storytelling methods originally used when visiting protected
areas, in the educators’ words:

“We adapted an activity that used to consist in going to the Black Tower, which
is a place associated to the ecological activism history here in Sant Cugat [a
municipality within the Barcelona Metropolitan Area], to do different activities.
But since we couldn’t go out there, we created a couple of videos that explained
the story of a boy who goes there with his family to visit and discover a series of
elements” (E1: NF).

Furthermore, secondary and university teachers interviewed mainly perceived

digital technologies’ forced use as a barrier to implementing innovative teaching
strategies to foster students’ creativity in ESE. These teachers used to rely on
videoconferencing and digital presentations placing students in a passive role, which they
experienced as demotivating. As an educator in a secondary school described:

“I needed more patience, creativity, and flexibility (…) It was already difficult to
catch students’ attention or re-invent ourselves. But what frustrated me the most
was wondering: How can I do an activity that truly touches them? Some days I
achieved it through games, but most I didn’t” (E15: F)

Empathy competence was similarly found in the interviewees’ discourses about

perceived opportunities and difficulties when using digital technologies, which mainly
was emphasized using videoconferencing. Some non-formal educators described how
they employed videoconferencing to tell stories that reinforce students’ connection with
nature when in situ visits to natural areas were not allowed, in the educator’s voice: “We

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did story-telling activities related with the environment through videos and
videoconferencing that now we keep using, it has helped us to facilitate some processes
that we already had” (E8: NF). Meanwhile, school teachers were able to create bonds
with their students and families through videoconferencing, as explained by a teacher: “It
was nice to create a personal bonding, since the contact with them and their families was
beautiful, imagine every day I was in contact with their parents, this made me think that
what I was doing was fruitful” (E15: F). However, many also expressed barriers to using
videoconferencing linked to Empathy. For instance, it was challenging for both formal
and non-formal environmental educators to engage students actively and motivate them
in learning or even keep a dialogue if they could not see their faces because students
turned their cameras off or had connectivity issues.

Similarly, interviewed educators referred to the ups and downs of

videoconferencing in relation to Transdisciplinarity competence. This tool helped school
teachers encourage students to collaborate and maintain contact with previous partners.
Still, environmental educators in non-formal settings explained digital technologies could
not replace face-to-face interaction in fostering cooperation with other organizations as
they used to before the pandemic. Nonetheless, one educator from a non-formal
organization described opportunities regarding the use of videoconferencing to create
new collaborations with other colleagues around the world that before the pandemic were
just unthinkable, as stated by the educator:

“These interactions through the screen are allowing that people from the outside
[of the classroom] enter. So, I specifically have seen people from Chile, from
Brazil, that we have told them: ‘Hey, why don’t you join?’. And they join, even
though its 5 am for them, they are there, present. So that has been interesting, I
also think that if this thing goes on, we can generate new groups” (E1: NF).

Competences focused on system and critical thinking (Systems and Criticality),

and Participation were more related to the identified opportunities resulting from using
digital technologies than to the perceived difficulties. As in the case of Systems, formal
educators explained they helped students reflect and understand complex sustainability
issues by preparing digital presentations with content and asking them direct questions
during videoconferencing. Non-formal educators prepared infographics and digital
videos to support students’ understanding of the connections between social and natural

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systems. In both settings, elements of Criticality competence were identified when
educators reflected on their capability to promote critical reflection on the pandemic’s
environmental impacts by leading discussions through a variety of digital technologies
such as videoconferencing, learning management platforms, and emailing. Linkages
between opportunities using digital technologies and Participation competence were
analyzed among non-formal environmental educators. They explained they created
videos that engaged students in actively sharing experiences and ideas among potential
contributions to sustainable change in their immediate environment, which were
perceived as partly replacing the role of field trips. Similarly, some school teachers
working with service-learning projects continue supporting students’ participation by
organizing videoconferencing meetings.

Notably, two ESE competences, i.e., Action and Values, were poorly addressed
when environmental educators referred to the perceived opportunities in using digital
technologies. Only a couple of interviewees from non-formal settings mentioned they
adapted face-to-face action-oriented pedagogies into videos shared on social media to
foster students’ agency on sustainability topics, which resonates with Action competence.
In the case of Values competence, a non-formal environmental educator described
employing digital technologies to build teamwork and positive relations among
educational partners.

Finally, although identified by a few interviewees, two ESE competences were

only associated with difficulties found when using digital technologies during the
pandemic: Decisiveness and Attentiveness. Both were linked to the difficulty of finding
the appropriate digital technologies that encourages students to make prudent and
conscious decisions towards a more sustainable society in a moment of urgency and
uncertainty such as the pandemic.

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 CHAPTER 5. Discussion

“I knew it was going to be difficult,

but I also knew we were going to triumph,
because the river told me so”
Berta Cáceres

5.1 Summary of the main discussion points

This thesis aims to answer the general research question of: How can educators’
competences in ESE be strengthened to navigate towards transformational education in
times of global crisis? To find responses, I have analyzed both theoretical models and
practical elements (e.g., individual factors and contextual aspects, including the expanded
use of digital technologies because of the COVID-19 pandemic lockdown), the last
through a case study in Barcelona. Among my findings presented in the previous chapter,
I identify three highly relevant for discussion to enable progress toward transformational
education.
First, from both the scientific literature reviewed and the interviews with ESE
educators in the case study, findings reveal there are specific competences related to the
three learning dimensions that are critical to achieving transformational education in ESE:
Empathy, Creativity and Transdisciplinarity (socio-emotional); Systems and Criticality
(cognitive); and to Participation and Action competences (behavioral). Each of these are
discussed according to the corresponding educational setting (i.e., formal and non-
formal), the association to their motivations and challenges as well as the use of digital
technologies during the first months of the pandemic.
Second, in my review of the competence frameworks and models in ESE for
educators, I found the sustainability and competences conceptualizations used in the
analyzed frameworks, on the one hand, overcomes the sustainability debates in terms of
its relation to development and growth and, on the other hand, relies on limited theoretical
foundation to define the competence concept. I discuss how the different ways of
understanding and operationalizing sustainability and competences behind these
frameworks can shape educators’ transformational capacities in ESE.
Third, in my analysis of ESE educators’ use of digital technologies during the first
months of the COVID-19 pandemic, results show the use of digital technologies was
differentiated across formal and non-formal educational settings since educators from
formal settings mainly relied on videoconferencing supported by digital presentations.

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Meanwhile, those from the non-formal context implemented a wider diversity of digital
technologies, such as infographics, videos, and virtual tours. These differences are
discussed in terms of the competences developed in each educational setting and by
considering transformational education implications.
Finally, at the end of this chapter, I discuss methodological limitations of my
thesis.

5.2. Relevant educators' competences in ESE for transformational education across

this study.

In this section, I discuss my findings on those educators’ competences in ESE that

found to be the most relevant for making progress toward transformational education.
This is the most extensive section of the discussion because I pay attention to discussing
the importance of each identified competence in both formal and non-formal educational
context and concerning the educator’s motivations and challenges faced in their practice,
including the use of digital technologies during the pandemic lockdown. I present such
discussion in three parts corresponding to the three dimensions of learning: behavioral,
socio-emotional, and cognitive (European Commission (2022). These dimensions of
learning are related to the key competences (which are also key elements of any
competence) from Jacques Delors (1996), were used in the guiding framework of UNECE
(2012) and adapted in the resulting Typology of Competences (see Chapter 4, section
4.1.3). Thus, the Learning to Do (LtD) group of competences is described in the
behavioral dimension; the Learning to Be (LtB) group, in the socio-emotional dimension;
and the Learning to Know (LtK) group, in the cognitive dimension. In what follows,
across these three dimensions of learning, I will mainly use the terminology of the RSP
framework (Millican, 2022; Vare et al., 2019) because I mainly used it in both my
analyses of Phase II and Phase III (see Chapter 3).
5.2.1. Behavioral dimension of learning

My results from the review of competence frameworks in ESE show that those
competences such as Participation in Community, that were more present across
frameworks, particularly address knowledge, skills, values and attitudes that have been
identified as those that educators need to face current sustainability challenges, from a
critical and transformational education perspective (Barbeito et al., 2018; Bürgener, 2018;

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Wals & Jickling, 2002). However, the fact that the most frequently addressed
competences in the frameworks, as well as the most varied pedagogical strategies put into
practice to implement the reviewed competence frameworks, are also the ones related to
the LtD group of competences (associated to behavioral learning dimensions), might be
a sign of applying the competence-based approach with an excess of pragmatism and
reductionism (Díaz-Barriga, 2019). Some authors have discussed such caveats in terms
of focusing on instrumentalist competences, instead of enforcing those that are more
emancipatory and connected with transformational education (Rieckmann, 2020).

This theoretical emphasis on the behavioral dimension, matches with the

interviewed educators’ discourses from the non-formal context. Results in this regard
show how the Participation and Action competences were perceived as especially
relevant for their role as educators.

Overall, competences from the behavioral dimension that are seen as critical to
achieve transformational education (UNESCO, 2022), were more associated with
educators’ experienced challenges in the formal setting. Such results may suggest that
barriers related to these competences, previously reported in the literature (Varela-
Losada, 2018), could have been closer to getting solved in the case of non-formal
educators. It could also be indicating that the emphasis ESE, and more specifically non-
formal ESE, has been doing on participative and action-oriented pedagogies in the last
decades (Cebrian et al., 2021), might be having a positive impact on the development of
these competences. Particularly, regarding the Participation competence’ relevance
among the interviewed non-formal educators in Barcelona, even during the pandemic
restrictions. In this sense, non-formal educators perceived more opportunities when using
digital technologies during the first months of the pandemic associated with this
competence than challenges. For instance, some of them reported they could adapt their
projects during lockdown using a diverse set of digital technologies without negatively
impacting learners’ participation. Regarding competences from the behavioral dimension
of learning, this result can also suggest that the rigidity of formal settings (Jickling, 2017)
could have prevented formal educators from finding more opportunities when using
digital technologies and overcoming pedagogic challenges related to Action and
Participation.

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 5.2.2. Socio-emotional dimension

Indeed, it has been argued that educators aiming to make ESE more
transformational, need to engage in an action-oriented pedagogy while embracing self-
directed learning, orientation to the problem, inter and transdisciplinarity, participation,
and collaboration (UNESCO, 2017). Thus, other sets of competences, different than those
discussed in the previous section that relates to the behavioral dimensions, are also needed
to foster transformational education (Pol & Castrechini, 2013). These competences are
referred here as those associated with the socioemotional dimension, such as the ones in
the LtB group in the Typology of competences (e.g., Emotional management,
Connections, Uncertainty, Empathy, among others). In this sense, handling with
controversial topics in ESE involves knowing how to embrace and deal with related
values and attitudes, which requires the mastery of these competences. The challenge here
is to explore effective pedagogical approaches to improve educators' competences related
to emotional aspects so they can create the space for environmental values to evolve
(Weston, 1992).
Interestingly, my results show that the reviewed frameworks on educators’
competences in ESE put little attention on these competences, compared to the LtD group
of competences, previously discussed. This result, matches with previews case-studies on
climate change education, showing that trainings for future ESE educators focused on
cognitive dimensions leaving behind emotional aspects related to generating hope,
dealing with despair, and complex emotions (Hung, 2014; Pihkala, 2017). Likewise, these
findings are in line with the need for emphasizing the social-emotional dimension of
learning that should foster trust, mutual respect, and a sense of community, as found by
De Kraker (2017). Other authors have too discussed the little emphasis on the emotional
aspects in learning in terms of the need to promote pedagogies of care, collaboration and
empathy in ESE, which are at the core of transformational education, and are as well,
especially relevant in social realities where violence is a cross-cutting issue (Hordatt
Gentles, 2022).
Furthermore, my results from the case study in Barcelona also show that the socio-
emotional dimension of learning played a key role during the pandemic lockdown.
Perceived benefits and barriers of the increased use of digital technologies by educators
in ESE during that period, were poorly connected to their previous experience in
implementing digital technologies in teaching; while closely linked to specific ESE

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competences as Empathy and Creativity. In turn, this shaped how they employed digital
technologies in their corresponding learning and teaching settings. The Empathy
competence underpins educators’ capacity to help learners deal with their emotions and
feelings related to the natural world and sustainability issues (Millican, 2022; Vare et al.,
2019). Thus, it involves emotional aspects and corresponding values and attitudes that are
still underexplored in ESE (Pihkala, 2020a), as it also happens in the connected field of
science education (Ruiz-Mallén et al., 2021). Pandemic ESE research examining the
emotional and psychological effects of the lockdown has mainly targeted students
(European-Commission, 2021; Rios et al., 2021); thus, the impacts on educators and their
relation to emotional competences is still an open question to be addressed. In this regard,
my results show how some educator interviewees perceived using digital technologies as
a barrier to connect with students and catching their attention, while others saw digital
tools as improving their ability to create or reinforce an emotional bond with them. The
latter finding matches with the evaluation results in a previous study (Hesen et al., 2022),
which showed how university students were emotionally engaged in learning through a
sustainability-related online course. The lessons were implemented by a teacher during
the pandemic by promoting openness to share opinions, worldviews, personal
experiences, and emotions using artistic methods through videoconferencing. However,
as this thesis’ findings show, ESE educators still need to improve their ability to deal with
emotions when implementing digital technologies. Before the pandemic, environmental
educators already felt they lacked the skills to encourage “progressive and positive hopes
and visions among the students” (Sjøberg et al., 2019). Interestingly, there are recent
efforts to address this deficit by employing digital technologies, such as an online training
on how to teach climate change by relying on social and emotional learning (UNESCO-
MGIEP & Ojalá, 2022).
This thesis’ results also show that, especially when using videoconferencing and
learning management platforms, ESE educators can seek more space for connection with
students, promote bidirectional dialogue instead of unidirectional, and share with them
daily experiences linked to their immediate environment. In doing this, educators also
need to be more attentive to students’ conflicting emotions resulting from life experiences
during the pandemic and support them by being flexible with professional commitments,
particularly in formal learning settings (Corbera et al., 2020).

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 Nonetheless, and regardless of the use of digital technologies, Empathy is also
associated with challenges in the case of ESE educators from the non-formal setting. My
results show that they perceive that lack of time to implement their educational activities
(e.g., when they are external educators in formal education institutions), deters them from
better bonding with students. This may suggest the need for disruptive pedagogical
spaces, as proposed by the wild pedagogies (Jickling, 2018), even in non-formal settings.
Accordingly, these pedagogies implied that instead of adapting to the rigidity of
educational institutions, ESE should promote the reverse by renegotiating the very idea
of education, by redefying norms, achieving critical reflection, building connections, and
growing creativity, where nature could be, actually, a co-teacher (Jickling, 2018).
The rigidity of the education system was more evident in the discourses of formal
setting educators than those from non-formal ones, when reflecting on the limitations of
using digital technologies during the pandemic lockdown, especially concerning
Creativity competence. By contrast, their colleagues in non-formal settings reported many
opportunities related to this competence, for instance, when having the chance to adopt a
more comprehensive range of digital technologies than in formal settings. This resonates
with the idea that more transformational pedagogies can often happen by offering more
time, instructional options and flexibility, which contrast with the predetermined learning
outcomes that dominate in formal settings (Jickling, 2018).
Despite this, other studies still found it challenging to use digital technologies to
achieve similar learning outcomes than when using face-to-face methods, particularly
when trying to replace art-based methods that are typically implemented in outdoor and
experiential learning (Baldwin, Persing J., et al., 2016; Higgins, 2009a; Sponarski et al.,
2016). Indeed, it has been suggested that promoting students’ active role in learning
through the use of digital technologies in outdoor learning is quite a challenge for ESE
educators in non-formal settings (Hills & Thomas, 2019), which the confinement
situation could have exacerbated. But certainly, the lockdown could have helped those
non-formal educators in ESE, who did not feel the school curricula deadlines pressure, to
invest more time in rethinking and adjusting their teaching to the new situation of
increased digital technologies use (Corbera et al., 2020). In others words, they described
more Creativity competence elements, when reported they effectively adapted their face-
to-face pedagogies to digital formats that aimed to foster students’ creativity (e.g.,
storytelling through videoconferencing and virtual tours to protected areas).

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 In other words, when developing competences highly related to the
socioemotional dimension of learning in ESE, such as Creativity or Empathy, the
educators and institutions should rethink the very educational spaces, whether these are
virtual or not. Additionally, to achieve more transformational, empathetic, and in a way,
meaningful ESE, educators should also be critical of the curriculum rigidity and
traditional educational means. In the same line, the fact that in the non-formal context the
Empathy competence was more highly related to their motivations to become interested
in ESE, could suggest a guideline to work this competence through their own drivers to
overcome these challenges. Consequently, a good practice towards transformational
education might be to encourage educators to bring up their own experiences that help
them build a meaningful connection with the more than human world, at times outside of
the curriculum, such as contemplating animals and watching nature documentaries, to
name some that the interviewees in this study brought up. As argued in terms of the wild
pedagogies approach, “(…) despite curriculum control and testing pressures, many
committed teachers find ways to resist, to create, and wiggle into spaces for what they
consider real teaching. For the immeasurable” (Jickling, 2018, p. 65).

Transdisciplinarity is another key competence considered for discussion purposes

as part of the socio-emotional dimension. This, since educators’ descriptions of
challenges in the Institutional and Community fields of action, lead to the idea that even
though they consider Transdisciplinarity as highly relevant, they do not have the
conditions to truly develop this competence and its inherent pedagogies. This perception
about the challenges to develop Transdisciplinarity competence, is in line with recent
international studies on ESE educators, showing that their institutions do not support
inter- and transdisciplinary assessment nor feel trained to do so (UNESCO, 2021c). To
deal with these challenges, some studies have discussed the need to promote mutual
learning across educators coming from various academic disciplines, doing so at the
institutional level (Lozano et al., 2021). Meanwhile, another study emphasized that,
besides the importance to train educators in ESE competences, there should also be an
institutional commitment to properly integrate sustainability within the institutions
(Busquets et al., 2021).

Transdisciplinarity was also linked to the way digital technologies can be

implemented across both formal and non-formal settings. Even though this tool helped

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school teachers encourage students to collaborate and maintain contact with previous
partners during the first months of the pandemic, for some ESE educators in non-formal
settings, digital technologies could not replace face-to-face interaction in fostering
cooperation with other organizations as they used to before the pandemic. Beyond
confinement conditions, digital technologies can thus help ESE educators to create
networks of collaboration, which is a Transdisciplinarity key element. In our complex
network and information society, it has been argued that digital technologies should be
used to create democratic debates and social alternatives, which is fundamental to create
more sustainable futures (Gessen, 2012; Huckle, 2012). In this sense, some other non-
formal educators did report opportunities regarding using digital technologies to create
collaborative networks that impacted their classroom objectives during the pandemic (i.e.,
videoconferencing with other ESE educators from Brazil to motivate their students). This
last example is in line with Castells (2008) argument on the relevance of networks
operating through digital technologies being not only local but global.

5.2.3. Cognitive dimension of learning related competences

When looking at other competences in ESE that are related with the cognitive
dimension of learning, my results suggest that in both frameworks and interviews
analyzed, a more relevant emphasis and importance was given to specific elements of
Systems and Criticality /Critical Thinking competences. My findings highlight that
elements related to these competences around making complexity accessible to the
students, were commonly found at both conceptual and practical levels. That is, within
the reviewed competence frameworks in ESE for educators, and also within the
interviewed teachers’ discourses around the competences they need, and the experienced
opportunities using digital technologies during the pandemic. These findings also agree
with previous international research (UNESCO, 2021c) that described how ESE
educators feel more confident in teaching cognitive skills, such as Systems components,
than emotionally related competences, close to specific elements of Empathy or Creativity
that I have discussed above. Within this UNESCO study, it is discussed that such
disparities are partly due to the dominance of prioritization of cognitive competences in
public policies (UNESCO, 2021c).

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 In a way, these results show how relevant these cognitive-oriented competences
may be to finding transformational paths to ESE, especially in formal settings where more
relevance is given to this competence while it is still found challenging.

5.3 Lack of conceptual definition of Sustainability and Competences in the reviewed

competence frameworks and models in ESE for educators.

The results from the systematic review presented in Chapter 4, section 4.1, suggest
that the initial debates about the different understandings of the sustainability concept
between EE and ESD, claiming that ESD relies on the idea that economic growth is
possible, while EE would claim for the transformation in the core of economic structures
according to the physical limits of our planet (Sauvé & Orellana, 2002), is not addressed
by the reviewed competence frameworks. Looking at my thesis findings in terms of the
included types of competences for educators in ESE across the fourteen documents
reviewed, stands out that only one study explicitly includes in its framework a
competence focused on economic growth and development (Sánchez-Carracedo et al.,
2018). It seemed then, that most of the authors from the reviewed competence
frameworks, conceived sustainability as it is in the post-sustainability debates. That is, as
an empty signifier that opens new spaces for critical discussion and transformation, as
well as a process that permanently is in-becoming, rather than a close concept mainly
related to growth (Le Grange, 2017). Accordingly, the reviewed frameworks have relied
on the ESD approach by understanding sustainability as “(…) both an explorative process
and a broad direction” (Sterling, 2010, p. 512).

Beyond the understanding of the term sustainability, the transformational

potential of the reviewed frameworks is also related to how they conceive and
theoretically address the concept of competences in ESE. These results suggest that there
might be limited theoretical foundation in this last regard since only half of the reviewed
define this concept when applied to educators. This apparent lack of theoretical
foundation could also be associated with the fact that some of them used Wiek’s et al.
(2011) framework of competences as a reference, which was initially conceived for
sustainability science students in higher education. The fact that educators’ competences
frameworks in ESE rely on a concept of competences initially conceived to be applied
for students might lead to some bias since the way that competences in ESE are conceived

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for students can differ in the case of educators. Such clarification is relevant to avoid
confusion. For instance, when defining the Participation competence, one the
frameworks does not specifically refer to educators’: "Participation in Community
processes that promote sustainability" (Sánchez-Carracedo et al., 2018, p. 6). On the
other hand, another does clarify their role as follows: "Facilitate participatory and
learner-centered education that develops critical thinking and active citizenship." (Pipere
& Mičule, 2014, p. 20). As the first seems to be the case, in more recent efforts that
propose a framework for Green Competences to be used as a guide for teachers to develop
these competences among their students, without making emphasis in the educators’ role
when defining those competences (Bianchi et al., 2022).

Moreover, some frameworks consider theoretical and pedagogical approaches as

competences, such as Learner Centered, or include competences not explicitly related to
ESE, such as Scientific Thinking, which might lead to conceptual confusion and misguide
educators’ practice. Therefore, I wonder whether it is theoretically and practically suitable
to include these types of competences in a framework addressed to educators in ESE.
Different answers will evolve from the two main conceptualizations of sustainability
competences shown in the review results: one that specifically addresses the role of
educators and another that relates these competences to generic ones that could also apply
to students or other actors. Previous research (Bertschy et al., 2013) has suggested that
frameworks should emphasize those competences linked to the professionalization of
educators, which follows the first conceptualization. This approach is of special
consideration for curriculum developers in pre-service training institutions who pursue to
training future teachers by using the existing frameworks and models found in this review.
It is not the same preparing educators to enhancing their competences in sustainability
issues (i.e., teaching future teachers to recycle), than training them to improving
competences related to educate in ESE (i.e., teaching future teachers to know how to
handle contradictions within sustainable dilemmas exposed in a class). In this sense,
further research can comparatively analyze the transformational impact of each approach
in terms of educators’ development of competences in ESE.

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5.4. Differences between formal and non-formal educators in ESE in the use of digital
technologies during the first months of the COVID-19 pandemic

I now discuss the last finding, which, as highlighted in my results presented in

Chapter 4, section 4.3, goes around the differences in adopting and using digital
technologies during lockdown between educators interviewed from formal and non-
formal learning settings. I show how educators in secondary and higher education mainly
relied on videoconferencing (i.e., Zoom) supported by digital presentations (i.e.,
PowerPoint), while non-formal environmental educators reported implementing a
broader digital technologies’ variety, including infographics, videos, and virtual tours.
Such a qualitative difference in the adoption of digital technologies between formal and
non-formal environmental educators could be interpreted in terms of holding or not
holding the skills to deal with digital technologies before the pandemic in a creative
fashion. The latter has been reported by educators from all disciplines and backgrounds
worldwide (OECD, 2020). However, it does not seem to be the case in this study because
educator interviewees did not report that they lacked digital skills or that digital devices
and tools were complicated to implement.
The testimonies of participant educators in my study might contrast with pre-
pandemic studies showing educators in ESE could even stop using digital technologies
because they felt anxiety related to their perceived lack of digital skills (Fauville et al.,
2014). Instead, the formal education system’s rigidity could explain the difference in
adopting digital tools. As argued by Jickling (2018), formal education is based on
predetermined learning outcomes, curriculum control, and testing pressures, while non-
formal settings are characterized by offering more time and flexibility; thus, more
transformational pedagogies can often happen. It is highly possible that, during the
lockdown, school and university educators did not have time to rethink their face-to-face
classes into more dynamic pedagogies, instead videoconferencing or digital presentations
were dominant due to the urgent need to follow up with the curricula. By contrast, the
lockdown could have helped those non-formal environmental educators who did not feel
the pressure of school curricula deadlines to invest more time in rethinking and adjusting
their teaching to the new situation of increased digital technologies use (Corbera et al.,
2020).
My findings on the differences in using digital technologies between educators in
formal and non-formal learning contexts during the first months of the pandemic are

100
relevant regarding transformational education; primarily because the lack of flexibility
that has been reported in the formal setting, may be deterring teachers from using more
transformational pedagogies, such as those dealing with the socio-emotional dimension.
In a way, even if they are competent enough in emancipatory competences, structural
barriers still need to be addressed. Some authors discussed the potential of the whole-
institution approach toward sustainability as one pathway towards overcoming these
barriers at formal educational institutions towards more holistic and transdisciplinary
ways to collaborate (Ruiz-Mallén & Heras, 2020).

5.5. Methodological limitations.

This thesis has three main methodological limitations that I recognize and
consider when reporting my results.

First, regarding the systematic review methodology, the studies included in my

sample review came from the European arena, and most of them were developed in formal
education, particularly in higher education backgrounds. This might suggest that the
specific research approach toward competences that is exploring how models and
frameworks are conceptualized and implemented, could have been mainly developed by
academics working in European institutions. Still, some reviewed studies relied on North-
American models, such as the one from Wiek et al. (2011) and the guidelines produced
by NAAEE (2010), which also highlight the relevance of the research produced in this
world region. These results are consistent with the general Western dominance in this
research area within the field of Environmental and Sustainability Education that has been
already found by previous studies (Barth & Rieckmann, 2015). However, the observed
geographical trend could also be due to limitations in the research design of the systematic
review. As mentioned earlier, this search was guided by a set of pre-established keywords,
so some other studies may have been included in the sample if I had added other
synonyms to this search, such as "guideline". Besides, since the search was conducted in
English and within SCOPUS, the academic literature published in other languages was,
thus, excluded as well as other databases different from this review (e.g., Latin-American
or French-speaking African countries).
Second, the results from the mixed-methods analysis, specifically a mixed
hierarchy in which I choose qualitative as the predominant (Morse, 1991), should be

101
interpreted cautiously, considering these were achieved in a particular geographical area
through a case study in Barcelona, to understand the underlying relations within this
context deeply. I also acknowledge limitations in the mixed methodology implemented,
as some authors claim phenomenological incompatibility exists between qualitative and
quantitative approaches (Azorín & Cameron, 2010). Nonetheless, from this research
perspective, the chosen methodology could bring up deeper and newer insights into a
topic underdeveloped and explored that could be relevant to other contexts (Anderson,
2016).
Finally, as the pandemic prevented us from conducting face-to-face interviews, it
could have positively impacted the participants' trust to discuss their perceptions more
confidently. Nonetheless, all of the participants seemed comfortable enough, and their
trust grew despite the circumstances as the interviews took place.

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 CHAPTER 6. Conclusions

“Out of the mountain of despair,

A stone of hope.”
Martin Luther King, Jr.

6.1. Main findings

The present doctoral research dissertation has shown how competences in ESE of
those educators working in diverse educational settings need to be developing toward a
more transformational education. I do this considering the theoretical and empirical
evidence analyzed here, as well as how these competences are shaped by and connected
to individual elements and contextual factors, including global circumstances, through a
study case in Barcelona.

In general terms, my results suggest that there are persisting competences relevant
to achieve a more transformational education in ESE that are being emphasized in the
literature reviewed, as well as in the testimonies of teachers and non-formal educators
from the case study. Critical Thinking is the only competence present in all the
competence frameworks analyzed, which denotes its importance. Such conceptual
understanding is also reflected in practice. When referring to the first months of the
pandemic, educators from both formal and non-formal contexts in Barcelona highlight
the opportunities of using digital technologies regarding Criticality and Systems
competences. Additionally, among formal educators, Systems competence was seen as
highly relevant for their teaching role and, at the same time, highly associated with their
Instructional challenges.

Differently, those competences associated with the behavioral dimension of

learning, such as Action and Participation, receive more attention conceptually than in
practice. Participation was only emphasized in the non-formal educators’ descriptions
concerning its relevance for their teaching practice and their motivations towards
sustainability activism. Nevertheless, Participation competence is more connected with
the opportunities educators perceived when using digital technologies during the

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pandemic than with the experienced difficulties.
Findings from the systematic review stand out that competences linked to the
socio-emotional dimension of learning (European Commission, 2022), such as Emotional
Management and Transdisciplinarity, received low attention in the reviewed conceptual
frameworks on ESE competences. Likewise, educators across both formal and non-
formal settings in Barcelona do not perceive Empathy as a particularly relevant
competence. Still, it is considerably interlinked with the motivations of these educators
towards ESE as well as their teaching challenges, predominantly in the case of non-formal
educators and during the pandemic when they had to expand their use of digital
technologies.
By contrast, Transdisciplinarity is persistently mentioned in the discourses of
educators across both educational settings. Also, it is highly associated with their
motivations and challenges, which are described differently in each educational setting.
Non-formal educators reported inter-institutional barriers to achieving more collaborative
and transdisciplinary projects, while formal educators described barriers inside their
institutions to implement the whole-institution approach. The relevance of the
Transdisciplinarity competence in educators teaching in ESE is also highlighted by the
interviewed educators in the pandemic situation. Still, with different views: for some, the
use of digital technologies allowed for cooperation and collaboration, while others find
that digital technologies could not replace the face-to-face interaction that promote
collaborative networks.
Another critical finding discussed was a result from the systematic review of
frameworks of competences in ESE. Most of the reviewed frameworks and models need
to provide a proper definition of the concepts of sustainability and competences that
should guide their theoretical and conceptual development. Likewise, this lack of clarity
is linked to the distinct conceptualizations of sustainability competences in the reviewed
frameworks, from those that explicitly address the educators’ role when defining the
competences, to those that relate these competences with the generic ones. Such
misunderstanding may negatively impact the transformational potential of ESE because
the definition of the competences proposed should adequately address the complex and
relevant role of educators in ESE, so that they can develop these competences
accordingly.

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 Finally, although it was partially discussed in this thesis, another main finding
refers to how educators see the adoption of digital technologies in the first months of the
pandemic as necessary and valuable to continue with their teaching activities during the
lockdown, while allowing them to follow-up with existing collaborations, reaching new
audiences, and promoting collective learning based on reflection and debate. Overall,
educators in non-formal settings could employ a wider variety of digital technologies than
their peers in formal settings, which might be due to the lower flexibility to do that in
formal education systems.

6.2. Practical implications

As the educators’ frameworks and models of competences in ESE are being used
as practical tools to develop and assess competences in educators (Mulà et al., 2017),
these should be employed cautiously. Especially considering that, as my results have
shown, some of these frameworks are theoretically grounded in a conceptualization of
competences that mainly considers students, while others do not consider sustainability
in a transversal way and many of them do not give to the socio-emotional dimensional of
learning the same relevance than the emphasis given to other dimensions. In addition, the
digital competence is often poorly integrated, which is crucial in the current network
society (Redecker, 2017). These caveats and limitations need to be considered in future
trainings and development plans of educators in ESE to foster the full transformational
potential of developing competences in ESE.

In this regard, future efforts should develop diagnostic tools that consider
educators’ challenges before implementing competence development trainings, keeping
in mind the particularities present in each educational context. In other words, future
trainings should focus on those competences more related to the challenges that educators
face in their own educational settings. For instance, in the studied case of Barcelona,
Participation and Action competences were not as associated to challenges described
among non-formal educators as other competences, consequently, these should not be a
priority when planning trainings to develop crucial competences among these particular
educators. Moreover, a co-learning process between formal and non-formal educators,
through developing trainings mixing these ESE educators, could bring up new and fresh
strategies to achieve this goal, considering how the weaknesses within a particular context

105
could be a strength in the other context.

To achieve more transformational, empathetic, and meaningful ESE, several

obstacles regarding the potential of key competences should be considered. In light of
these thesis results, to overcome barriers regarding Transdisciplinarity competence, it is
pertinent to notice how it needs to be developed not only in the Instructional field, but in
the Institutional and Community fields of action as well. This could be done by
incorporating educators from other disciplines, teachers, and institutional staff into
sustainability-related projects. Furthermore, how to foster or improve institutional
support for a transformational education should be planned differently according to the
educational setting. From the results of my case study in Barcelona, I suggest different
strategies to develop competences in ESE in the formal and non-formal contexts. In
schools and universities, a particular emphasis should be made on supporting project-
based approaches that promote cooperation among educators with diverse disciplines
background, as well as to enforce institutional willingness to continue offering suitable
trainings to develop these competences. A recent study in Catalonia that explores these
issues from the perspective of school principals has also find that project-based
pedagogies, together with service and community learning, could overcome the challenge
of engaging all school actors (Cebrián et al., 2022). This is also especially relevant
considering that previous studies showed that trainings need to be developed over a more
extended period of time to better achieve their purposes (Scherak & Rieckmann, 2022).
Nonetheless, overcrowded curricula can inhibit educators’ ability to teach additional ESE
content (Cebrián et al., 2022; UNESCO, 2021c), which justifies why sustainability topics
should be embedded within the existing curricula.

On the other hand, good practices to face these challenges in the context of non-
formal educators in ESE are related to the promotion of inter-institutional collaborations
working towards shared purposes regarding ESE objectives. For instance, the creation of
network encounters that promote synchronic objectives, such as those promoted by the
Catalan Environmental Education Society ([SCEA], 2022) that organizes conferences,
workshops, and other networking activities, are especially pertinent to develop
Transdisciplinarity competence. My findings also suggest digital technologies can be
highly useful in this regard since ESE non-formal educators were able to create networks
of collaboration during the pandemic lockdown. Indeed, not only during confinement

106
these technologies are relevant, but in our complex network and information society,
technologies should be used to create democratic debates and social alternatives around
ESE issues, in creative, local and global ways, which is fundamental to move forward
more sustainable futures in a global crisis context (Gessen, 2012; Huckle, 2012).
Reflecting on improving trainings for educators in ESE is also essential
concerning other competences, such as Empathy, since the rigidity of curriculums and
traditional educational means also represents an obstacle to the full development of this
competence. In this sense, it is pertinent to consider how some Empathy-related
challenges are especially relevant in the Instructional field. Therefore, when designing
trainings for educators in ESE, it is particularly encouraged to address Empathy by
addressing educators’ difficulty of handling pedagogies that help the student to be hopeful
and not pessimistic, and in doing so being able to make a confident use of digital
technologies when dealing with emotions. Besides, and since Empathy competence’
elements can be also associated to educators’ motivations to be engaged in ESE, another
good practice to develop this competence could be to encourage educators to bring up
their own experiences that help them build a meaningful connection with the more than
human world, at times outside of the curricula. This endeavor requires training educators
to promote spaces for sharing experiences, emotional openness, and meaningful
understanding (Jickling, 2017); in sum, putting emphasis, following the “wild
pedagogies” approach, to emotions and the fluctuant reality (Blenkinsop, 2018).
Results regarding the links between cognitive-oriented competences, specifically
the relevance put in Systems competence, and the challenges educators faced in the formal
context also need to be considered when planning trainings in this educational setting.
Thus, further trainings could explore engaging and motivating strategies to develop this
competence.

Altogether, the recommendations here presented regarding more and suitable

training opportunities to ESE educators, should also acknowledge that asking educators
for more responsibilities and competences, also imply providing them with better working
conditions since an overcrowded curricula and poor work conditions can inhibit
educators’ ability to teach ESE (UNESCO, 2021c).

6.3. Further research

Research around frameworks and models of ESE educators’ competences should

107
continue analyzing the transformational potential of future frameworks and models of
competences, approaches, and pedagogies. Likewise, frameworks development studies
should consider the specific role of the educator when formulating competences
addressed to them, but also the educational context and individual factors such as
motivations and challenges perceived by the educators when defining the competences
and their underpinning components. Additionally, research around frameworks needs to
deal with its applicability across different educational contexts and include the use of
digital technologies. This could be done by analyzing the particular pedagogical
challenges and motivations of educators in ESE, and how these are associated to a specific
educational context.

Notably relevant is the further exploration of innovative ways to approach the

understanding and development of competences related to the socio-emotional
dimensions of learning in the practical arena. In this sense, further research can explore
new engaging and motivating strategies to develop these competences in different case
studies; as well as develop trainings for ESE educators in both formal and non-formal
contexts where they could learn from their strenghts, motivations and already acquired
competences. Such research can contribute to the design of trainings that emphasize in
socio-emotional competences to improve and develop educators' emancipatory qualities
with transformational potential (Wals & Jickling, 2002).

108
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124
 APPENDIX A: Systematic Review’ discarded papers.
It is not Sustainability
addressed It is not This is not or SD or
to about a Environmenta
teachers/ed sustainab framework l education
ucators ility or sd of comp not the focus Authors, Title, Year, Link (as provided by SCOPUS)
Search 1
Jamieson M.V., Shaw J.M.,"Teaching engineering for a changing
landscape",2019,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85073443887&doi=10.1002%2fcjce.23626&partnerID=40&md5=867cbe12d554219763392f1c13cc94ef"
"Evans T.L.,""Competencies and pedagogies for sustainability education: A roadmap for sustainability studies program
development in colleges and universities"",2019,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85073616203&doi=10.3390%2fsu11195526&partnerID=40&md5=56349519fd43c6d2ea4f55c4104962d9"""
"Suhairom N., Musta'amal A.H., Mohd Amin N.F., Kamin Y., Abdul Wahid N.H.,""Quality culinary workforce
competencies for sustainable career development among culinary
professionals"",2019,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85065919752&doi=10.1016%2fj.ijhm.2019.04.010&partnerID=40&md5=b34a954fad15e720fc93913aad71724b"""
Haselberger D., Motschnig R.,"Computer science students' experience of reflecting on team leadership - A case study of a
student-centered course on communication",2019,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 1 85063442481&doi=10.1109%2fFIE.2018.8658542&partnerID=40&md5=d337d9c1c4986edb2c7f8889cb2f7689"
Srisaeng P., Upvall M.J.,"Looking toward 2030: Strengthening midwifery education through regional
partnerships",2019,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85065199623&doi=10.1111%2fjan.14015&partnerID=40&md5=bb91c2fef12f2da71a5cd8decf51f180"
"Nyoni C.N., Botma Y.,""Implementing a competency-based midwifery programme in Lesotho: A gap
analysis"",2019,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85057176859&doi=10.1016%2fj.nepr.2018.11.005&partnerID=40&md5=41fcd2d08ab94888111c839ca7774f70"""
Ismail A., Hassan R., Abubakar A., Hussin H., Mat Hanafiah M.A., Asary L.H.,"The development of tvet educator
competencies for quality Educator",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85061864652&partnerID=40&md5=8f3956a695bd155e2585f208ed103431"
Schofield R., Chircop A., Baker C., Dietrich Leurer M., Duncan S., Wotton D.,"Entry-to-practice public health nursing
competencies: A Delphi method and knowledge translation
strategy",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85043514261&doi=10.1016%2fj.nedt.2018.03.001&partnerID=40&md5=ee3d59f04f49e41951e95e321a4ba3c7"
"Phillips J.M., Riner M.E.,""Global health engagement: At home and
abroad"",2018,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042943889&doi=10.3928%2f00220124-
1 20180219-04&partnerID=40&md5=84b84c0882dc35843fda8ee93cad8972"""
 Bedford D., Garcia-Perez A., Georgieff M., Brown-Grant J.,"Knowledge management education standards: Developing
practical guidance",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85055503560&partnerID=40&md5=b786749609d38e2c1ee7adb85da94d1c"
Mercer S., MacIntyre P., Gregersen T., Talbot K.,"Positive language education: Combining positive education and
language education",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85062288426&partnerID=40&md5=6968370070225c7d048888a7e572b59b"
Gilmanshina S.I., Gayfullina A.Z., Fedotova N.R., Gilmanshin I.R.,"Building the environmental literacy through school
natural science education",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85050918104&partnerID=40&md5=e38a1f345299ef64f9f1a89201707eb7"
"Lozano R., Merrill M.Y., Sammalisto K., Ceulemans K., Lozano F.J.,""Connecting competences and pedagogical
approaches for sustainable development in higher education: A literature review and framework
proposal"",2017,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85032854131&doi=10.3390%2fsu9101889&partnerID=40&md5=a58a00baa75c20d4d2bee5edbbe3f415"""
Cheng A., Grant V., Huffman J., Burgess G., Szyld D., Robinson T., Eppich W.,"Coaching the
Debriefer",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85019637588&doi=10.1097%2fSIH.0000000000000232&partnerID=40&md5=6ecad8d2a4898ac0893d548163aea417"
Baldwin C.D., Chandran L., Gusic M.E.,"Building sustainable professional development programs: Applying strategies
from implementation science to translate evidence into practice",2017,"https://www.scopus.com/inward/record.uri?eid=2-
s2.0-
1 85021055581&doi=10.1097%2fCEH.0000000000000151&partnerID=40&md5=2467e420c891a198c3b46ef0aa504f5d"
"Mulà I., Tilbury D., Ryan A., Mader M., Dlouhá J., Mader C., Benayas J., Dlouhý J., Alba D.,""Catalysing Change in
Higher Education for Sustainable Development: A review of professional development initiatives for university
educators"",2017,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-85023615284&doi=10.1108%2fIJSHE-03-
2017-0043&partnerID=40&md5=39b4433c7af7a21c6bc36ead917eb528"""
"Di Giulio A., Defila R.,""Enabling university educators to equip students with inter- and transdisciplinary
competencies"",2017,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-85023646025&doi=10.1108%2fIJSHE-02-
1 2016-0030&partnerID=40&md5=d0b5f64b4778dad8a7751d899f2b14f7"""
Bedford D.A.D., Georgieff M., Brown-Grant J.,"Lifewide, lifelong comprehensive approach to knowledge management
education – emerging standards",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85034567730&doi=10.1108%2fVJIKMS-12-2016-0068&partnerID=40&md5=a057fd6e6ff57a19b99a734726e216e5"
Bratitsis T., Meireles G., Neto C.,"WeAreEurope: An online game for European citizenship education for primary
school",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85036469263&partnerID=40&md5=bfe50fb2bf4bbc77514b3fdf62fecd6e"
"Johan K., Turan F.M.,""The development of Sustainability Graduate Community (SGC) as a learning pathway for
sustainability education - A framework for engineering programmes in Malaysia Technical Universities Network
(MTUN)"",2016,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-85012288933&doi=10.1088%2f1757-
1 899X%2f160%2f1%2f012074&partnerID=40&md5=78cc4c2a6e1c096bf044fb8bc0f3ecd4"""

126
 "Lönngren J., Svanström M., Ingerman Å., Holmberg J.,""Dealing with the multidimensionality of sustainability through
the use of multiple perspectives – a theoretical framework"",2016,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84941342866&doi=10.1080%2f03043797.2015.1079811&partnerID=40&md5=e5518d5eb89ba314e337107c5d8b1eaa"""
"Besong F., Holland C.,""The Dispositions, Abilities and Behaviours (Dab) Framework for Profiling Learners'
Sustainability Competencies in Higher Education"",2015,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84943808176&doi=10.1515%2fjtes-2015-0001&partnerID=40&md5=88453b5d6a8d2e087e4021174c87cb2a"""
"O'Rafferty S., Curtis H., O'Connor F.,""Mainstreaming sustainability in design education - a capacity building
framework"",2014,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-84896283706&doi=10.1108%2fIJSHE-05-
1 2012-0044&partnerID=40&md5=38e32e5c032cc4cc0c8b9cd0e517d7fe"""
Enoka I.S., Petrini M.A., Turale S.,"Samoan Philosophy of Nursing: A basis for culturally proficient care and
policy",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 1 84906238393&doi=10.1111%2finr.12115&partnerID=40&md5=b7e83f26a391154872193d3cc2c0a3f1"
Ramirez B., West D.J., Costell M.M.,"Development of a culture of sustainability in health care
organizations",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884216516&doi=10.1108%2fJHOM-11-
1 2012-0226&partnerID=40&md5=2dac5a7fec398f796eb011a94f83027f"
Witt C.M., Withers S.R.,"Research training in integrative medicine: How can we make teaching and learning in research
methods more sustainable and engaging?",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84883759140&doi=10.1016%2fj.explore.2013.06.004&partnerID=40&md5=8a554f7c69d044899225d396302d40df"
Galt R.E., Parr D., Jagannath J.,"Facilitating competency development in sustainable agriculture and food systems
education: A self-assessment approach",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84872425095&doi=10.1080%2f14735903.2012.683569&partnerID=40&md5=0384e08bfa930b209d4e030e0301dd30"
Mattick C.S., Allenby B.R.,"Teaching old disciplines new tricks: Sustainable engineering
education",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026222534&doi=10.1007%2f978-1-4020-
1 8939-8_114&partnerID=40&md5=d3d2ff4053eab0fc8a07582d3b960148"
Andenoro A.C., Bletscher C.G.,"Transforming the international learning experience for students: Moving beyond the
principle of accompaniment",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84861700026&doi=10.1002%2fjls.21228&partnerID=40&md5=41b46781c3236c09649c28183a2d3525"
Hasna A.M.,"Embedding sustainability in capstone engineering design
projects",2010,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 77954993459&doi=10.1109%2fEDUCON.2010.5493062&partnerID=40&md5=2312cfa39c4c222582984831944315ac"
"Allan M., Chisholm C.U.,""The development of competencies for engineers within a global
context"",2008,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84872100870&partnerID=40&md5=5d991a837341675fcf690ff58a040f89"""
Peterson R., Herrington J., Konza D., Tzvetkova-Arsova M., Stefanov K.,"Assisting Bulgarian special educators with
competency development online",2008,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 1 51349096944&doi=10.1108%2f10650740810900649&partnerID=40&md5=aa380cdf36148c9289ee816c5277d73e"

127
 "Allan M., Chisholm C.U.,""Achieving Engineering Competencies in the Global Information Society through the
Integration of On-Campus and Workplace Environments"",2008,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84983281470&doi=10.5367%2f000000008784867237&partnerID=40&md5=15c1c27bffb94313afc63473fa664b4e"""
"Shallcross T., Robinson J.,""Is a decade of teacher education for sustainable development essential for
survival?"",2007,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 34247630614&doi=10.1080%2f02607470701259382&partnerID=40&md5=d7bbefba40b327c95c3f0267331c9a66"""
SEARCH 2
Jamieson M.V., Shaw J.M.,"Teaching engineering for a changing
landscape",2019,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 0 0 85073443887&doi=10.1002%2fcjce.23626&partnerID=40&md5=867cbe12d554219763392f1c13cc94ef"
Evans T.L.,"Competencies and pedagogies for sustainability education: A roadmap for sustainability studies program
development in colleges and universities",2019,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85073616203&doi=10.3390%2fsu11195526&partnerID=40&md5=56349519fd43c6d2ea4f55c4104962d9"
Cotterell D., Hales R., Arcodia C., Ferreira J.-A.,"Overcommitted to tourism and under committed to sustainability: the
urgency of teaching “strong sustainability” in tourism courses",2019,"https://www.scopus.com/inward/record.uri?eid=2-
s2.0-
1 1 85060025913&doi=10.1080%2f09669582.2018.1545777&partnerID=40&md5=166aba742afc586413acdc516d4eeacc"
Valley W., Wittman H., Jordan N., Ahmed S., Galt R.,"An emerging signature pedagogy for sustainable food systems
education",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85018811699&doi=10.1017%2fS1742170517000199&partnerID=40&md5=9c8b1d6ca244098d4c57b8ae39038676"
Mercer S., MacIntyre P., Gregersen T., Talbot K.,"Positive language education: Combining positive education and
language education",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 1 85062288426&partnerID=40&md5=6968370070225c7d048888a7e572b59b"
Pennington R., Yeung A.S., Dillon A., Noble T.,"Positive education: Theory, practice, and
challenges",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 1 85048400743&partnerID=40&md5=d44c8f03523c8bb7d06b1ed47509d0ad"
Abereijo I.O.,"Entrepreneurship education: Opportunities, challenges and future
directions",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85048435347&partnerID=40&md5=f52450ea2d2d6e02459bf41ddabf2880"
Sowmya G., Divya Jyothi G., Shirisha N., Navya K.,"Active learning strategies in engineering
education",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85050628897&partnerID=40&md5=3f8cf977e790000044db8f52e6f22cdc"
Carson K.I.,"Agricultural training and the labour productivity
challenge",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041567289&doi=10.5836%2fijam%2f2017-06-
1 1 1 131&partnerID=40&md5=55c0d029b939cc01b84ee53407e62af9"

128
 Cheng A., Grant V., Huffman J., Burgess G., Szyld D., Robinson T., Eppich W.,"Coaching the
Debriefer",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85019637588&doi=10.1097%2fSIH.0000000000000232&partnerID=40&md5=6ecad8d2a4898ac0893d548163aea417"
Cowan C., Barrella E., Watson M.K., Anderson R.,"Validating content of a sustainable design rubric using established
frameworks",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85030549535&partnerID=40&md5=02dcf6d8ffcecba07cf047dac62c145e"
Sinclair P.M., Levett-Jones T., Morris A., Carter B., Bennett P.N., Kable A.,"High engagement, high quality: A guiding
framework for developing empirically informed asynchronous e-learning programs for health professional
educators",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85014367637&doi=10.1111%2fnhs.12322&partnerID=40&md5=e467e41de99ed1439dd79a25952532ab"
Holdsworth S., Thomas I.,"A sustainability education academic development framework
(SEAD)",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84929587072&doi=10.1080%2f13504622.2015.1029876&partnerID=40&md5=c0822a7287c4e8ae7e48ec0bcf084a50"
Kaneene J.B., Thiagarajan D., Chigwa F., Gondwe T., Gunaseelan L., Thirunavukkarasu M., Babu M., Balakrishnan V.,
Kambewa D., Mvula R., Dzanja J., Bakili O., Mlotha V., Kakwera M., Chmombo M., Mwangela A., Sivaselvam S.N.,
Miller R., Asokan S.A., Palanidorai R., Prathaban S., Kumanan K., Ramesh Saravanakumar R., Mohan Kumar P.S.,"A tri-
lateral capacity building approach to strengthen the dairy value chain in Malawi: Overview of the design and
implementation",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 1 84984924766&partnerID=40&md5=7d86952e91d5d9995de6083d630e89ee"
Abou- Warda S.H.,"New educational services development: Framework for technology entrepreneurship education at
universities in Egypt",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84976590989&doi=10.1108%2fIJEM-
1 1 11-2014-0142&partnerID=40&md5=e7734f262bdf8d2af8a21d40c543b4da"
Chun A.M.S., Brisson I.E.,"Ground Rules in Humanitarian
Design",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 1 84977090996&doi=10.1002%2f9781119148784&partnerID=40&md5=d2d9def2adcaec6feb63cc3b00fe7f9c"
Razzouk R., Razdan A., Adhikari A.P.,"The impact of educators' training in photovoltaic solar energy in developing
countries",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84941997093&partnerID=40&md5=9df497f986985274d847819a0da5836c"
Kibuka-Sebitosi E.,"Towards a model for international collaboration and partnerships in teacher education in Africa:
Education for sustainable development in South Africa",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85009814756&doi=10.1080%2f18186874.2015.1107983&partnerID=40&md5=0e80e4a0267a76eba13c2d130f5f2f01"
Teixeira S., Krings A.,"Sustainable Social Work: An Environmental Justice Framework for Social Work
Education",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84942364703&doi=10.1080%2f02615479.2015.1063601&partnerID=40&md5=54e4d79181c0dc92b46b00bddc56ca79"
Sheegog J.F., Graham K.,"Action based leadership-intensive development of senior technical leaders & enterprise
teams",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 1 84992598469&partnerID=40&md5=a65abb8f044d64dddc0466dcec733728"

129
 Pearson D., Walpole S., Barna S.,"Challenges to professionalism: Social accountability and global environmental
change",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84941632217&doi=10.3109%2f0142159X.2015.1044955&partnerID=40&md5=60f971757895a22b1c3cf1740042c3b5"
White D.L., Pargas R.P., Chow A.T., Chong J., Cook M., Tak I.,"The vanishing firefly project: Engaging citizen scientists
with a mobile technology and real-time reporting framework",2014,"https://www.scopus.com/inward/record.uri?eid=2-
1 1 s2.0-84974529342&doi=10.1145%2f2676552.2676563&partnerID=40&md5=6ed050bbc3f827ae40c8f3eddbd3a88c"
Browder M., Czuchry A.J., Boughers L., Deutsch C., Muehl N.,"A strategic engineering management approach to
innovation and organizational sustainability: An addition to the engineering management
curriculum?",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84905182314&partnerID=40&md5=406ccee5329f792b6f03536e5e4956d5"
Jaeger M., Adair D.,"Two consecutive project-based learning engineering design courses - An analysis of portfolio
assessment results",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84899508689&doi=10.1109%2fIEDEC.2014.6784672&partnerID=40&md5=b8073272655790d558516fee48d40a66"
Ramirez B., West D.J., Costell M.M.,"Development of a culture of sustainability in health care
organizations",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84884216516&doi=10.1108%2fJHOM-11-
1 1 2012-0226&partnerID=40&md5=2dac5a7fec398f796eb011a94f83027f"
Witt C.M., Withers S.R.,"Research training in integrative medicine: How can we make teaching and learning in research
methods more sustainable and engaging?",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 1 84883759140&doi=10.1016%2fj.explore.2013.06.004&partnerID=40&md5=8a554f7c69d044899225d396302d40df"
Boehnert J.J.,"Transformative learning in sustainable design
education",2011,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84863893224&partnerID=40&md5=142d253083f5080b8acbfc8e699a1d12"
Luster-Teasley S., Waters C.,"Reforming Environmental Engineering laboratories for sustainable engineering:
Incorporating problem based learning and case studies into an Environmental Engineering lab
course",2011,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85029056697&partnerID=40&md5=e898071c0165bc263e06f0791547c355"
Downey G.,"Teaching reading with television: Constructing closed captioning using the rhetoric of
literacy",2010,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84899353460&partnerID=40&md5=0888b0a6b87a0c3133ed807aee4763e8"
Paretti M.C., Richter D.M., McNair L.D.,"Sustaining interdisciplinary projects in green engineering: Teaching to support
distributed work",2010,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 77952827891&partnerID=40&md5=78f054d2e013b01bacacf8de98d5d5c5"
Allan M., Chisholm C.U.,"The development of competencies for engineers within a global
context",2008,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Kerski J.J.,"The role of GIS in digital earth education",2008,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Monroe M.C., Andrews E., Biedenweg K.,"A framework for environmental education
strategies",2007,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Martin K., Summers D., Sjerps‐Jones H.,"Sustainability and teacher
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the construction of a change-maker university"",2019,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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"Schröder T.,""A regional approach for the development of TVET systems in the light of the 4th industrial revolution: the
regional association of vocational and technical education in
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Scandinavian FM practitioners"",2019,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Competency-Based Approach to Quality University Teaching"",2019,""https://www.scopus.com/inward/record.uri?eid=2-
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with on-line resources in a contextualised experimentation scenario [Aprender a interpretar la acidificación oceánica con
recursos on-line y experimentación contextualizada]"",2019,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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1 1 7"""
" "Vostrikova N.,""The model of fundamental chemical training of bachelors of technical and technological directions in
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transitioning to adulthood"",2018,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Field of Junior High School Level VII"",2018,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Wetlands"",2017,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027141360&doi=10.1007%2fs13157-017-
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stage"",2017,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-85028751525&doi=10.15293%2f2226-
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school"",2017,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85036469263&partnerID=40&md5=bfe50fb2bf4bbc77514b3fdf62fecd6e"""
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Ingredients for a high education change",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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of health-related action competence in a school food setting: LOMA case
study"",2016,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949883293&doi=10.1108%2fHE-08-2014-
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1 84921985759&doi=10.5539%2fies.v8n2p8&partnerID=40&md5=b20026d45a7fa09da760badcc096cbae"""
"Ontong K., Grange L.L.,""The reconceptualisation of sustainability after the decade of education for sustainable
development [Die herkonseptualisering van volhoubaarheid ná die dekade van opvoeding vir volhoubare
ontwikkeling]"",2015,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-84926157420&doi=10.17159%2f2224-
1 7912%2f2015%2fv55n1a4&partnerID=40&md5=10c2c8d61c87779a2c701cf48aa047d9"""
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degrees"",2015,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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sustainable entrepreneurship in higher education"",2014,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84887228393&doi=10.1016%2fj.jclepro.2013.03.036&partnerID=40&md5=cdf9937f0d9f7788715f1a5c09f6a640"""
"Driscoll P., Rowe J.E., Thomae M.,""The sustainable impact of a short comparative teaching placement abroad on primary
school language teachers’ professional, linguistic and cultural
skills"",2014,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84926129313&doi=10.1080%2f09571736.2014.917332&partnerID=40&md5=ba65fb4d9f65203a4487feb2464b4ae7"""
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remote Aboriginal communities"",2014,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 1 84901486561&doi=10.1111%2fadj.12162&partnerID=40&md5=71e0f7548371000fe535bde3b566049f"""
"Cinque M., Bortoluzzi M.,""Navigating complex challenges: Digital competence and personal knowledge management in
university education to foster skills for lifelong learning"",2013,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84897712093&doi=10.1504%2fIJTEL.2013.059496&partnerID=40&md5=7f19206cadcb237f3a60505874429e16"""
"Smorti S., Peters-Algie M., Rau C.,""Engaging student teachers in sustainable praxis in Aotearoa/New
Zealand"",2013,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-84880868095&doi=10.2478%2fjtes-2013-
1 0001&partnerID=40&md5=9138a491063a574134ef540bad42d78e"""
"[No author name available],""Informatics in Schools: Sustainable Informatics Education for Pupils of all Ages - 6th
International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2013,
Proceedings"",2013,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84874828277&partnerID=40&md5=f9e5f42f8a5ecf60cfb6b99fd9b3f6e5"""
"Raselimo M., Wilmot D.,""Geography teachers' interpretation of a curriculum reform initiative: The case of the Lesotho
Environmental Education Support Project (LEESP)"",2013,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84875357748&doi=10.15700%2fsaje.v33n1a681&partnerID=40&md5=513d9f15bdd7e630ffcd697ca1d86242"""
"Colucci-Gray L., Perazzone A., Dodman M., Camino E.,""Science education for sustainability, epistemological reflections
and educational practices: From natural sciences to trans-
disciplinarity"",2013,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874114324&doi=10.1007%2fs11422-
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Experiences of preservice teachers"",2013,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85011367186&doi=10.1080%2f10288457.2013.848536&partnerID=40&md5=797d36134823b69aade13c93037c8294"""
"Johnson S.,""Reconceptualising gardening to promote inclusive education for sustainable
development"",2012,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84862895250&doi=10.1080%2f13603116.2012.655493&partnerID=40&md5=a3ee379ce28a60ef2f313dd9eeaf20bc"""
"Turcsányi-Szabó M.,""Aiming at Sustainable Innovation in Teacher Education-from Theory to
Practice"",2012,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84865378245&partnerID=40&md5=609e8c751dcf8a999c19a8127b79c96e"""
"Arsat M., Holgaard J.E., De Graaff E.,""Effectiveness of sustainability in engineering education: Research
methods"",2012,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84939520657&partnerID=40&md5=d5ae924ebf98337dae82adacda862470"""
"Zhang B.H.,""CK, PCK, TPCK, and non-intellectual factors in sustaining an iMVT innovation for science
learning"",2011,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84863373767&doi=10.1016%2fj.sbspro.2011.04.068&partnerID=40&md5=a37e828a4d89e03e6db500cbdb053ee1"""
"Karetsos S., Haralambopoulos D.,""Integration of competencies in an ontology-based framework supporting teachers to
construct learning designs in the domain of sustainable energy
education"",2011,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960736878&doi=10.2478%2fv10099-011-
1 0010-4&partnerID=40&md5=4ab222264e00c2d71caf9541538441d0"""
"Ieong S.S.L., Lau S.P.,""Quality input and sustainability in early immersion classrooms: A case study of an experimental
school in Macao"",2011,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-79952126473&doi=10.1007%2fs11516-
1 1 011-0123-5&partnerID=40&md5=334e422be1593fb1b2ed66756fe9c3d9"""
"Schneckenberg D.,""Ecompetence to move faculty towards a sustainable use of learning technologies in higher
education"",2011,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 1 84895248371&partnerID=40&md5=0f8be394c6ca0b1c69169bacc1a9b0f0"""
"Birdsall S.,""Empowering students to act: Learning about, through and from the nature of
action"",2010,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 79951494110&partnerID=40&md5=00d4c2f5fbbec0a7da3234d96a0d4c9f"""
"Andrews M., Brewer M., Buchan T., Denne A., Hammond J., Hardy G., Jacobs L., McKenzie L., West
S.,""Implementation and sustainability of the nursing and midwifery standards for mentoring in the
UK"",2010,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 77955093527&doi=10.1016%2fj.nepr.2009.11.014&partnerID=40&md5=c39a1c6e4fd149fd7a26bbba057c1844"""
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ambiguities"",2008,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 1 70450175854&doi=10.1145%2f1595356.1595365&partnerID=40&md5=d17467e6fa2aadf6f05b1e70dd3e60aa"""

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Argentina"",2007,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-49749116082&doi=10.1007%2fs11125-008-
1 1 9045-2&partnerID=40&md5=9b92ba7452b1926942684cd414e93791"""
"Adams D.,""Lifelong learning skills and attributes: The perceptions of Australian secondary school
teachers"",2007,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 37849045559&partnerID=40&md5=2fe7ff093da32d600fa0e564875eeafa"""
"Tondeur J., Van Braak J., Valcke M.,""Curricula and the use of ICT in education: Two worlds
apart?"",2007,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-34748870225&doi=10.1111%2fj.1467-
1 8535.2006.00680.x&partnerID=40&md5=7140e1b122be68b6463434c62f7df9bb"""
"Shallcross T., Robinson J.,""Is a decade of teacher education for sustainable development essential for
survival?"",2007,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 34247630614&doi=10.1080%2f02607470701259382&partnerID=40&md5=d7bbefba40b327c95c3f0267331c9a66"""
"Harding G., Taylor K.M.G.,""Extemporaneous preparation teaching in UK schools of pharmacy: Anachronism or badge of
office?"",2005,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 30844460100&doi=10.1080%2f15602210500282517&partnerID=40&md5=080e8ad4ed6a2e69bf34de680177b141"""
"Heartfield M., Gibson T.,""Mentoring for nurses in general practice: national issues and
challenges."",2005,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-33744986498&doi=10.1016%2fS1322-
1 1 1 7696%2808%2960488-6&partnerID=40&md5=5fac1937bfea85ad60a2159d37fb59e8"""
"Jeffery H.E., Kocova M., Tozija F., Gjorgiev D., Pop-Lazarova M., Foster K., Polverino J., Hill D.A.,""The impact of
evidence-based education on a perinatal capacity-building initiative in
Macedonia"",2004,""https://www.scopus.com/inward/record.uri?eid=2-s2.0-1842734441&doi=10.1046%2fj.1365-
1 1 2923.2004.01785.x&partnerID=40&md5=a6b4ca1054ac6cb72556bb1e052781eb"""
SEARCH 4
Narula A., Kalra M.B.,"Recent trends in happiness research",2019,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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1 1 1 s2.0-85073274841
Claramita M., Setiawati E.P., Kristina T.N., Emilia O., Van Der Vleuten C.,"Community-based educational design for
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1 1 85069453892
Mahmood S., Palaniappan S., Hasan R., Sarker K.U., Abass A., Rajegowda P.M.,"Raspberry PI and role of IoT in
Education",2019,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Bekaroo G., Bokhoree C., Ramsamy P., Moedeen W.,"Investigating personal carbon emissions of employees of higher
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Gilbert L.A., Gross D.S., Kreutz K.J.,"Developing undergraduate students’ systems thinking skills with an InTeGrate
module",2019,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Contreras M.F.S., Murga-Menoyo M.Á.,"Place-based education: An approach for a sustainable curriculum in higher
education [Place-based education: Une strategie pour l'incorporation de la durabilite dans le curriculum de l'enseignement
superieur] [Place-based education: Una estrategia para la sostenibilización curricular de la educación
superior1]",2019,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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1 85068260008
Martínez M.F.C., Mendoza Velazco D.J., Cejas M.N., Villacis J.L.R., Freir Y.M.O.,"A Performance-Centred Competency-
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Luccarelli M., Tillman S., Lay R., Grundmeier A.-M., Högsdal S.,"Sustainable design education for elementary schools:
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Hegarty B., Thompson M.,"A teacher's influence on student engagement: Using smartphones for creating vocational
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Bonora L., Martelli F., Marchi V., Vagnoli C.,"Gamification as educational strategy for STEM learning: DIGITgame
project a collaborative experience between Italy and Turkey high schools around the Smartcity
concept.",2019,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Vostrikova N.,"The model of fundamental chemical training of bachelors of technical and technological directions in the
conditions of blended learning",2019,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Slater J., Falkenberg T., Rutherford J., Colatruglio S.,"Food literacy competencies: A conceptual framework for youth
transitioning to adulthood",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Ranieri M., Bruni I.,"Digital and media literacy in teacher education: Preparing undergraduate teachers through an
1 1 academic program on digital storytelling",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-

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Sugiyanta L., Sukardjo M.,"Adjusted Framework of M-Learning in Blended Learning System for Mathematics Study Field
of Junior High School Level VII",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Rajab A., Wright N.,"The idea of autonomy and its interplay with culture in child-centered education: evidence from
practitioners in preschools in Saudi Arabia",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Chandra-Mouli V., Plesons M., Sullivan E., Gonsalves L., Say L.,"38.8 million additional modern contraceptive users:
This, in fact, is ""a never-before opportunity to strengthen investment and action on adolescent
contraception""",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041358588&doi=10.1186%2fs12978-
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Mercer S., MacIntyre P., Gregersen T., Talbot K.,"Positive language education: Combining positive education and
language education",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Pennington R., Yeung A.S., Dillon A., Noble T.,"Positive education: Theory, practice, and
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Okada A., Sherborne T.,"Equipping the next generation for responsible research and innovation with open educational
resources, open courses, open communities and open schooling: An impact case study in
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1 85032935713
Bezdudnaya A.G., Ksenofontova T.Y., Razumovsky V.M., Zinchik N., Iudin D.S.,"Evaluation of youth competence in the
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Owens T.L.,"Higher education in the sustainable development goals
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Kamalikhah T., Najarkolaei F.R., Sabzmakan L., Rouhani Tonekaboni N.,"Kirkpatrick evaluation of theory-based
educational program for low back pain management in teachers",2017,"https://www.scopus.com/inward/record.uri?eid=2-
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Kadji-Beltran C., Christodoulou N., Zachariou A., Lindemann-Matthies P., Barker S., Kadis C.,"An ESD pathway to
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Nguyen-Truong C.K.Y., Tang J., Hsiao C.-Y.,"Community interactive research workshop series: Community members
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Egger A.E., Kastens K.A., Turrin M.K.,"Sustainability, the next generation science standards, and the education of future
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Bunăiau C.M., Stoian A.C.,"Assessing the intercultural competence of students in the romanian higher-education
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Daubenmire P.L., van Opstal M.T., Hall N.J., Wunar B., Kowrach N.,"Using the chemistry classroom as the starting point
for engaging urban high school students and their families in pro-environmental
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Kabanova N., Kogan M.,"Needs analysis as a cornerstone in formation of ICT competence in language teachers through
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Caballero-García P.A., Tortajada E.G., Pilar Jiménez Martínez Ma.,"Creativity, entrepreneurship and happiness:
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Braun-Wanke K.,"Learning and teaching for a sustainable future",2017,"https://www.scopus.com/inward/record.uri?eid=2-
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O'Sullivan L., Seabra N.M.,"School in a box in low resource primary school in Mozambique: Practical application of zone
of proximal development in teacher training with mobile
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1 84969835834
Ruge D., Nielsen M.K., Mikkelsen B.E., Bruun-Jensen B.,"Examining participation in relation to students’ development of
health-related action competence in a school food setting: LOMA case
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Švab I., Allen J., Žebiene E., Petek Šter M., Windak A.,"Training experts in family medicine
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Zoller U., Barak M., Kortam N.,"Science education for sustainability: Can a Power Point-based workshop induce a related
conceptual change in science teachers? [Educación en ciencias para la sostenibilidad: ¿pueden talleres basados en PP
inducir un cambio conceptual en maestros de ciencias?]",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Wärnestål P.,"Formal learning sequences and progression in the studio: A framework for digital design
education",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Butler D., Leahy M., Hallissy M., Brown M.,"Embedding classroom practice in a 21st Century Learning Design (21CLD)
MOOC framework",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Steyn G.M.,"The practice of Mathematics teacher collaboration as grounded in the learning community framework and the
invitational education approach [Die praktyk van Wiskunde-onderwysersamewerking soos gefundeer in die
leergemeenskapsraamwerk en die uitnodigende
onderwysbenadering]",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Randall L., Turner S., McLafferty L.,"A colourful dot on a dreary economic canvas: Building capacity for innovation in
schools through the Coach Consult Programme",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Kibuka-Sebitosi E.,"Towards a model for international collaboration and partnerships in teacher education in Africa:
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Domingo J.M.C., Fernández J.C., Goded P.A.,"A tool for analyzing the practical activities in initial training of secondary
teachers of science and mathematics from the perspective of sustainability [Un instrumento para analizar las actividades
prácticas en la formación inicial del profesorado de Secundaria de Ciencias y Matemáticas desde la perspectiva de la
sostenibilidad]",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84919796496&doi=10.498%2f16927&partnerID=40&md5=ea701248a4867d662794769257acf668",2-s2.0-84919796496
Čepić R., Vorkapić S.T., Lončarić D., Andić D., Mihić S.S.,"Considering transversal competences, personality and
reputation in the context of the teachers' professional
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1 84921985759
Eilks I.,"Science education and education for sustainable development - justifications, models, practices and
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Schildkamp K., Poortman C.,"Factors influencing the functioning of data
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White D.L., Pargas R.P., Chow A.T., Chong J., Cook M., Tak I.,"The vanishing firefly project: Engaging citizen scientists
with a mobile technology and real-time reporting framework",2014,"https://www.scopus.com/inward/record.uri?eid=2-
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Scherr R.E., Linnell J.D., Smith M.H., Briggs M., Bergman J., Brian K.M., Dharmar M., Feenstra G., Hillhouse C., Keen
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H.M., Zidenberg-Cherr S.,"The Shaping Healthy Choices Program: Design and Implementation Methodologies for a
Multicomponent, School-Based Nutrition Education Intervention",2014,"https://www.scopus.com/inward/record.uri?eid=2-
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Driscoll P., Rowe J.E., Thomae M.,"The sustainable impact of a short comparative teaching placement abroad on primary
school language teachers’ professional, linguistic and cultural
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Sheffield R.S., McIlvenny L.,"Design and implementation of scientific inquiry using technology in a teacher education
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mentoring",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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1 1 84911806922
Baldissera P., Delprete C.,"Human powered vehicle design: A challenge for engineering
education",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84916608472&doi=10.1115%2fESDA2014-
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Brooks B., Blackley D., Masters P., May A.S., Mayes G., Williams C., Pack R.,"Developing an academic health
department in northeast Tennessee: A sustainable approach through student
leadership",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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1 1 1 s2.0-84897553503
Cinque M., Bortoluzzi M.,"Navigating complex challenges: Digital competence and personal knowledge management in
university education to foster skills for lifelong learning",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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1 1 84897712093
Martusewicz R.A.,"Toward an anti-centric ecological culture bringing a critical eco-feminist analysis to ecojustice
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1 1 293-8_14&partnerID=40&md5=fb031961565a29fbc6f063e8077d2829",2-s2.0-84932612386
Cinque M., Bortoluzzi M.,"Promoting digital skills and critical awareness through online search and personal knowledge
management: A case study",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Bokhoree C., Jheengut A., Bholah R.,"Environmental clubs as vehicles for promoting education for environmental
sustainability in Mauritian secondary schools",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84874766674&partnerID=40&md5=9d46365631a1728d8dd014f60c7506e3",2-s2.0-84874766674
Ofei-Manu P., Shimano S.,"Sustainable organizations: Evaluating the environmental sustainability of schools and
companies in a regional centre of expertise",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84874785413&partnerID=40&md5=c9fc77220b69bb14d399b04795351ed3",2-s2.0-84874785413
Noppakroh N., Singseewo A., Wongchantra P., Chookhampaeng C.,"A study operations environmental education in
schools: The northeast of Thailand",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84865012414&partnerID=40&md5=b7dccecd4ebc856ec94635e0d8a83d32",2-s2.0-84865012414
Johnson S.,"Reconceptualising gardening to promote inclusive education for sustainable
development",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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1 84939520657&partnerID=40&md5=d5ae924ebf98337dae82adacda862470",2-s2.0-84939520657
Arati D., Todorova A., Merrett R.,"Implementation and sustainability of a global ICT company's programme to help
teachers integrate technology into learning and teaching in Germany, France and the
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1 84864028059
Miyake N.,"Knowledge constructive jigsaw as an adaptive learning framework: Its design principles and network
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1 84857144860
Strode A.,"Students' independent professional activity in pedagogical
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1 1 1 y&partnerID=40&md5=ab8727ad493ec6427209e8f47710c97d",2-s2.0-79954551027
Downey G.,"Teaching reading with television: Constructing closed captioning using the rhetoric of
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1 1 84899353460&partnerID=40&md5=0888b0a6b87a0c3133ed807aee4763e8",2-s2.0-84899353460
Feather J.L., Aznar M.F.,"Nanoscience education, workforce training, and K-12
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1 1 84957361910&doi=10.1201%2fb10438&partnerID=40&md5=393edcfcdbd5bf31c5967869cdf9042d",2-s2.0-84957361910
Tedre M., Bangu N., Ngumbuke F.D., Sutinen E.,"Implementing a contextualized it curriculum: Ambitions and
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Ehlig-Economides C., Ezrailson C.M., Talreja R.,"Reading, writing - Energy: An NSF CCLI project to enhance a freshman
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Adams D.,"Lifelong learning skills and attributes: The perceptions of Australian secondary school
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Tondeur J., Van Braak J., Valcke M.,"Curricula and the use of ICT in education: Two worlds
apart?",2007,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-34748870225&doi=10.1111%2fj.1467-
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Martin K., Summers D., Sjerps‐Jones H.,"Sustainability and teacher
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Sustainable and Scalable Educational Innovations Informed by the Learning Sciences""- Sharing Research Results and
Exemplary Innovations, ICCE 2005",2005,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84856965584&partnerID=40&md5=7107b29e6ce8d8b90910044e229da5c5",2-s2.0-84856965584
Harding G., Taylor K.M.G.,"Extemporaneous preparation teaching in UK schools of pharmacy: Anachronism or badge of
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1 1 s2.0-30844460100
Tsey K., Whiteside M., Daly S., Deemal A., Gibson T., Cadet-James Y., Wilson A., Santhanam R., Haswell-Elkins
M.R.,"Adapting the 'Family Wellbeing' empowerment program to the needs of remote Indigenous school
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1 842X.2005.tb00059.x&partnerID=40&md5=85441baded3451be0a082365d135acf9",2-s2.0-17844410101
Jeffery H.E., Kocova M., Tozija F., Gjorgiev D., Pop-Lazarova M., Foster K., Polverino J., Hill D.A.,"The impact of
evidence-based education on a perinatal capacity-building initiative in
Macedonia",2004,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-1842734441&doi=10.1046%2fj.1365-
1 1 2923.2004.01785.x&partnerID=40&md5=a6b4ca1054ac6cb72556bb1e052781eb",2-s2.0-1842734441
Lieblein G., Østergaard E., Francis C.,"Becoming an agroecologist through action
education",2004,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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1 s2.0-85007331405
Shallcross T., Wilkinson G.,"The primacy of action: the basis of initial teacher education for
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Hoover J.J., Soltero-González L., Wang C., Herron S.,"Sustaining a Multitiered System of Supports for English Learners in
Rural Community Elementary Schools",2020,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85066816899&doi=10.1177%2f8756870519847466&partnerID=40&md5=373b062d4814adee89dd3aafd78140b6"
Ortega M.R.M., Rangel J.A.M., Chacín Í.M.P., Ortega J.I.M.,"Teacher Training Model in Consumer Education: A Proposal
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85078408666&doi=10.1007%2f978-3-030-37221-7_1&partnerID=40&md5=75091f97afe27ad3ff2f0e9d154a6990"
Cebrián G., Junyent M., Mulà I.,"Competencies in education for sustainable development: Emerging teaching and
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 Benton G.,"Global awareness, global stewardship and the greening of maritime
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Salvador J.T., Alqahtani F.M., Sauce B.R.J., Alvarez M.O.C., Rosario A.B., Reyes L.D., Mohamed E.R., Awadh L.A.,
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Plan: An exploratory sequential mixed-methods study",2020,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 85085591427&doi=10.1111%2fjonm.12996&partnerID=40&md5=7fe7d2e6e7abf21ee73f0e7381ac6756"
Alsina Á., Mulà I.,"Advancing towards a transformational professional competence model through reflective learning and
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Sidebotham M., Fenwick J.,"Midwifery students’ experiences of working within a midwifery caseload
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Haselberger D., Motschnig R.,"Computer science students' experience of reflecting on team leadership - A case study of a
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Bain Y., Brosnan K., McGuigan A.,"Transforming practice, transforming practitioners: reflections on the TQFE in
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Nyoni C.N., Botma Y.,"Implementing a competency-based midwifery programme in Lesotho: A gap
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Brendel N.,"(How) do students reflect on sustainability?: A model to diagnose and foster reflective thinking about
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1 85077274922&doi=10.4324%2f9780429450433-10&partnerID=40&md5=39b07d6f14a079ace14290619ceb8bc7"
Quadrado J.C., Zaitseva K.K.,"New pedagogical approaches to induce sustainable development
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 Hartoyo, Laras D., Soenarto,"Survey on Integration of Expetise Competency Test into Teacher Certification Program of
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Bacon R., Kellett J., Dart J., Knight-Agarwal C., Mete R., Ash S., Palermo C.,"A Consensus Model: Shifting assessment
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Welch-Devine M., Pidaparti R., Carmichael K.P., Rechtman J.E., Walker B.B., Coffield J.A.,"Training model for 21st
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Jegatheswaran R., Florin I., Hazirah A.L., Shukri M., Latib A.S.,"Transforming forest education to meet the changing
demands for professionals",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Caudle L.A.,"Teachers and teaching: Global practices, challenges, and
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Husanu I.N.C., Ertekin Y., Chiou R., Mauk M.G.,"The contribution of capstone projects in green/renewable energy areas to
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Chen J.J., Martin A., Erdosi-Mehaffey V.,"The Process and Impact of the Infant/Toddler Credential as Professional
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Larson P.R., Chege P., Dahlman B., Gibson C., Evensen A., del Colon-Gonzalez M.C., Onguka S., Lamptey R., Cayley
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Bedford D.A.D., Georgieff M., Brown-Grant J.,"Lifewide, lifelong comprehensive approach to knowledge management
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Canada A.N.,"Probing the relationship between evidence-based practice implementation models and critical thinking in
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Pérez-Gómez R., Aragón-Velasco A., Manrique-Sancho M.T.,"Mapping and analyzing education systems performance in
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Anderson C.I., Gupta R.N., Larson J.R., Abubars O.I., Kwiecien A.J., Lake A.D., Hozain A.E., Tanious A., O'Brien T.,
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Zinser R.,"A curriculum model of a foundation for educating the global citizens of the
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Rabl M., Hillmer G.,"The cultivation of engineering talent",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Malott M.,"Nunavut: building nursing capacity.",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Allen S.S., Miller J., Ratner E., Santilli J.,"The educational and financial impact of using patient educators to teach
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Hasna A.M.,"Embedding sustainability in capstone engineering design
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Quinn E.M.,"Computing cultural and linguistic survival: A case study of student filmmaking in the digital
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Desha C., Hargroves K.,"Informing engineering education for sustainable development using ad deliberative dynamic
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Dorsey R.J., Howard A.M.,"Measuring the effectiveness of robotics activities in underserved K-12 communities outside the
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Carter-Pokras O., Bereknyei S., Lie D., Braddock 3rd. C.H., National Consortium for Multicultural Education for Health
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Glazunova O., Voloshyna T., Korolchuk V., Parhomenko O.,"Cloud-oriented environment for flipped learning of the future
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Sinakou E., Donche V., Pauw J.B., Van Petegem P.,"Designing powerful learning environments in education for
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Gadušová Z., Hašková A., Predanocyová L.,"Teachers’ professional competence and their
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Alsina Á., Mulà I.,"Advancing towards a transformational professional competence model through reflective learning and
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Sumaryanta, Mardapi D., Sugiman, Herawan T.,"Community-based teacher training: Transformation of sustainable teacher
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Suh H., Han S.,"Promoting sustainability in university classrooms using a STEM project with mathematical
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Bain Y., Brosnan K., McGuigan A.,"Transforming practice, transforming practitioners: reflections on the TQFE in
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Collado-Ruano J., Morillo M.M., González F.J.A.,"Education and good-living: Transdisciplinary skills for teachers
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Varela-Losada M., Arias-Correa A., Vega-Marcote P.,"Educate for change and sustainability: Evaluation of an experiential
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Brendel N.,"(How) do students reflect on sustainability?: A model to diagnose and foster reflective thinking about
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Vostrikova N.,"The model of fundamental chemical training of bachelors of technical and technological directions in the
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Hartoyo, Laras D., Soenarto,"Survey on Integration of Expetise Competency Test into Teacher Certification Program of
Productive Vocational Teachers",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Sherman C.W., Steiner S.C.,"Implementing Sustainable Evidence-Based Interventions in the Community: A Fidelity-
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Singer-Brodowski M., Grossmann K., Bartke S., Huning S., Weinsziehr T., Hagemann N.,"Competency-oriented education
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Sukirman, Utanto Y., Maretta Y.A.,"LPTK contribution in development of sustainable teachers professionalism in
semarang district",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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1 a"
Castro-Spila J., Torres R., Lorenzo C., Santa A.,"Social innovation and sustainable tourism lab: an explorative
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Türk N., Kalaycı N., Yamak H.,"New trends in higher education in the globalizing world: STEM in teacher
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Sumaryanta, Mardapi D., Sugiman, Herawan T.,"Assessing Teacher Competence and Its Follow-up to Support Professional
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Sugiyanta L., Sukardjo M.,"Adjusted Framework of M-Learning in Blended Learning System for Mathematics Study Field
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Paredes-Chi A.A., Viga-de Alva M.D.,"Environmental education (EE) policy and content of the contemporary (2009–
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Ranieri M., Bruni I.,"Promoting digital and media competences of pre-and in-service teachers. Research findings of a
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Shoirah H., Ntranos A., Brandstadter R., Liu Y., Medina E., Kwan J., Krieger S.,"Education research: Resident education
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Nurmalasari D., Swaramarinda D.R.,"Can TEFA (teaching factory) be realized with a creative economy, appropriate
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Mexico",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071583741&doi=10.1007%2f978-3-319-70560-
1 6_13&partnerID=40&md5=c514f094ccc34bc249c2e2cd0bcd29bf"
Caudle L.A.,"Teachers and teaching: Global practices, challenges, and
prospects",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85048449320&partnerID=40&md5=158287d4ec17d8884777ef7342528f02"
Maruna M., Milovanovic Rodic D., Colic R.,"Remodelling urban planning education for sustainable development: the case
of Serbia",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-85040777930&doi=10.1108%2fIJSHE-07-2017-
1 0102&partnerID=40&md5=12eee58b28ee9787864dd9537fcd2dd0"
Bezdudnaya A.G., Ksenofontova T.Y., Razumovsky V.M., Zinchik N., Iudin D.S.,"Evaluation of youth competence in the
field of sustainable development: Lifecycle approach",2018,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85047499826&partnerID=40&md5=68983bd92d4535e33527f30dc25f5898"
Vlasova V.P., Neyasova I.A., Karabanova O.N.,"Academic physical education and health service to develop socially
important qualities in future physical education specialists",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85042175777&partnerID=40&md5=d0302d8b3207c6a9ef8c50e814f07116"

160
 Corbett M.C., Mathenge W., Zondervan M., Astbury N.,"Cascading training the trainers in ophthalmology across Eastern,
Central and Southern Africa",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85021870116&doi=10.1186%2fs12992-017-0269-x&partnerID=40&md5=ce2c61584ec7002882a1a428230be958"
Larson P.R., Chege P., Dahlman B., Gibson C., Evensen A., del Colon-Gonzalez M.C., Onguka S., Lamptey R., Cayley
W.E., Nguyen B.-M., Johnson B., Getnet S.,"Future of family medicine faculty development in sub-saharan
Africa",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85016033256&partnerID=40&md5=376387da99ffe8b2e38e4aa3da60c20d"
Randon G., Bortolami E., Grosso S.,"Back to units for nursing students’ education? The Dedicated Education Units (DEU)
[Un ritorno ai “reparti scuola”? Le unità dedicate alla formazione
(DEU)]",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85017523627&doi=10.1702%2f2676.27418&partnerID=40&md5=62ffb32aa8a63a2a057e05b472533884"
Topps D., Ellaway R.H., Topps M.,"Using Activity Data and Analytics to Address Medical Education's Social
Contract",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-85032161987&doi=10.1016%2fB978-0-12-
1 805362-1.00022-X&partnerID=40&md5=a926450860064a186b2e3c926f2c15dd"
Motschnig R., Pfeiffer D., Gawin A., Gawin P., Steiner M.,"When kids are challenged to solve real problems - Case study
on transforming learning with interpersonal presence and digital
technologies",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85040713942&partnerID=40&md5=4b64d978d489c1df0edec0f033ddc5d9"
Ilieva N., Boiadjieva E.,"Design of an educational technology in engineering
ecology",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85057640781&partnerID=40&md5=c36aff37bdd38cd52d745a1d084a670d"
Gama J.A.P., Caro R., Hernan C., Gomez C.L.C., Gomez G.H., Mena A.M.,"Using input output leontief model in higher
education based on knowledge engineering and fuzzy logic",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84994631736&doi=10.1109%2fEDUCON.2016.7474684&partnerID=40&md5=2394d65d69712788a726ba350923e610"
Ruge D., Nielsen M.K., Mikkelsen B.E., Bruun-Jensen B.,"Examining participation in relation to students’ development of
health-related action competence in a school food setting: LOMA case
study",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949883293&doi=10.1108%2fHE-08-2014-
1 0087&partnerID=40&md5=392666e81fd450239aea3d3cefba5efe"
Švab I., Allen J., Žebiene E., Petek Šter M., Windak A.,"Training experts in family medicine
teaching",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84955151222&doi=10.3109%2f13814788.2015.1118456&partnerID=40&md5=3baa371d7f2e5372cf4a2f3e94daaafe"
Vega-Marcote P., Varela-Losada M.,"Basic Teacher Training Oriented Toward Sustainability: Why and How to Carry It
Out Today?",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071455581&doi=10.1007%2f978-3-319-
1 32928-4_6&partnerID=40&md5=b7d50fddfb59c708f8e87350f18f9e56"
Böhm M., Eggert S., Barkmann J., Bögeholz S.,"Evaluating sustainable development solutions quantitatively: Competence
modelling for GCE and ESD",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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161
 Abildsnes E., Stea T.H., Berntsen S., Omfjord C.S., Rohde G.,"Physical education Teachers' and public health Nurses'
perception of Norwegian high school Students' participation in physical education - a focus group
study",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84951268782&doi=10.1186%2fs12889-015-2660-
1 y&partnerID=40&md5=9b92bf53ad2bd43e3057d14ee535d9db"
Bauermeister M.L., Diefenbacher L.H.,"Beyond Recycling: Guiding Preservice Teachers to Understand and Incorporate the
Deeper Principles of Sustainability",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85021091084&doi=10.1080%2f00094056.2015.1090843&partnerID=40&md5=58c18bc428d1cf4fab4f04dfbd349112"
Colon-Gonzalez M.C., El Rayess F., Guevara S., Anandarajah G.,"Successes, challenges and needs regarding rural health
medical education in continental Central America: a literature review and narrative
synthesis",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85021858062&partnerID=40&md5=38945f89abbdf95b58f3c973d9ea1b0c"
Depešová J., Tureková I.,"Implementation model of teaching practice with the application of a videoconference
system",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84990246402&doi=10.1109%2fICETA.2014.7107554&partnerID=40&md5=039adc119a344a2478943aff76549846"
Jegstad K.M., Sinnes A.T.,"Chemistry Teaching for the Future: A model for secondary chemistry education for sustainable
development",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
84924584818&doi=10.1080%2f09500693.2014.1003988&partnerID=40&md5=a24c51d323f8b4e5df9c0504f3eea606"
Vega-Marcote P., Varela-Losada M., Álvarez-Suárez P.,"Evaluation of an educational model based on the development of
sustainable competencies in basic teacher training in Spain",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84926322742&doi=10.3390%2fsu7032603&partnerID=40&md5=0869a0880f546520165e36bf4764562c"
Suhrheinrich J.,"A sustainable model for training teachers to use pivotal response
training",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84943267794&doi=10.1177%2f1362361314552200&partnerID=40&md5=97fcfe8f82ba6ca10e663ee618c49763"
Mavlyudova L.U., Shamsuvaleyeva E.S.,"Introduction of the ideas of sustainable development into ecological
education",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84992466910&partnerID=40&md5=26c5c9015e782cd5b863590172d4d45d"
Hyotynen P., Keltikangas K.,"Tools and inspiration for engineering education development through stakeholder
cooperation",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84968903166&partnerID=40&md5=bfa26662e544d18850caae8413bbc18a"
Pruskil S., Deis N., Druener S., Kiessling C., Philipp S., Rockenbauch K.,"Implementation of “social and communicative
competencies” in medical education. The importance of curriculum, organisational and human resource development
[Implementierung von “kommunikativen und sozialen Kompetenzen” im Medizinstudium. Zur Bedeutung von
Curriculums-, Organisations- und Personalentwicklung]",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84947279610&doi=10.3205%2fzma000992&partnerID=40&md5=ece0b1ea591d784e9a23442711004449"
Dlouhá J., Burandt S.,"Design and evaluation of learning processes in an international sustainability oriented study
programme. in search of a new educational quality and assessment
method",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84938212891&doi=10.1016%2fj.jclepro.2014.09.096&partnerID=40&md5=940506a15edb2f649809f74f7a4465da"

162
 Guenaga M., Longarte J.K., Rayon A.,"Standardized enriched rubrics to support competeney-assessment through the
SCALA methodology and dashboard",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84946028126&doi=10.1109%2fEDUCON.2015.7095994&partnerID=40&md5=42b2f63304add6d654b31cc63252a803"
Velichová D.,"Is there a special Maths for engineers?",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84968919404&partnerID=40&md5=eba779b40118b6286348e3b09d5af51f"
Kibar P.N., Akkoyunlu B.,"Searching for visual literacy: Secondary school students are creating
infographics",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84955287727&doi=10.1007%2f978-3-319-
1 28197-1_25&partnerID=40&md5=0c89c2ee4fb765008a3887a80a6e2db0"
Andić D., Vorkapić S.T.,"Interdisciplinary approaches to sustainable development in higher education: A case study from
Croatia",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84921974289&doi=10.4018%2f978-1-4666-5856-
1.ch005&partnerID=40&md5=03d43274d2a61a2751ebd51275de116d"
Ozbek M.E., Clevenger C.M.,"Teaching sustainability competencies to high school students using small-scale community-
based construction projects",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84960539932&doi=10.4018%2f978-1-4666-5856-1.ch014&partnerID=40&md5=0cae71e2895390c4b7e16fd13a66ce3e"
Numgaudienė A., Žygaitienė B.,"Content analysis of technology teacher training programmes of some European countries
[Europos šalių technologijų mokytojų rengimo programų turinio
analizė]",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85020007498&partnerID=40&md5=5a7b460b5fedc6aefcdce5845ff82fca"
Pedro N., Matos J.F., Pedro A.,"Digital technologies, teachers' competences, students' engagement and future classroom:
ITEC project",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84906337326&doi=10.1007%2f978-3-319-
1 11200-8_80&partnerID=40&md5=758e7513c16be7510bbbb77c430c12c2"
Heinmüller M., Liel K., Angerer P., Gündel H., Geldermann B., Gottwald M., Kimil A., Limm H.,"Health coaching as a
part of integration into the job market - Evaluation of a qualification concept [Gesundheits-Coaching in der
Arbeitsmarktintegration - Evaluation eines
Qualifizierungskonzepts]",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84897109418&doi=10.1055%2fs-
1 0033-1345198&partnerID=40&md5=48110dd9d4e66b9e7dc1ed81e9ca2866"
Rayon Jerez A., Guenaga M., Núñez A.,"A web platform for the assessment of competences in Mobile Learning
Contexts",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84903439403&doi=10.1109%2fEDUCON.2014.6826111&partnerID=40&md5=f103ac60ff37824b8b889b279c81c3ee"
Dyson K., Kruger E., Tennant M.,"A decade of experience evolving visiting dental services in partnership with rural
remote Aboriginal communities",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84901486561&doi=10.1111%2fadj.12162&partnerID=40&md5=71e0f7548371000fe535bde3b566049f"
Polleck J., Wirtz J.,"Building Urban Pre-Service Teachers' Pedagogical Knowledge and Skills through Digital Poetry
Collaborations",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957059437&doi=10.4018%2f978-1-4666-
1 4924-8.ch003&partnerID=40&md5=9d907c63d897b3467bf59bae3abd3715"

163
 Greig A., Dawes D., Murphy S., Parker G., Loveridge B.,"Program evaluation of a model to integrate internationally
educated health professionals into clinical practice",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84885342127&doi=10.1186%2f1472-6920-13-140&partnerID=40&md5=7eaa4276e3869d1bff260563ac7731ee"
Anderson C.I., Gupta R.N., Larson J.R., Abubars O.I., Kwiecien A.J., Lake A.D., Hozain A.E., Tanious A., O'Brien T.,
Basson M.D.,"Impact of objectively assessing surgeons' teaching on effective perioperative instructional
behaviors",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84886394045&doi=10.1001%2fjamasurg.2013.2144&partnerID=40&md5=6ba5f0383c6fe1ac1e1746dd70223dc2"
[No author name available],"Informatics in Schools: Sustainable Informatics Education for Pupils of all Ages - 6th
International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2013,
Proceedings",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84874828277&partnerID=40&md5=f9e5f42f8a5ecf60cfb6b99fd9b3f6e5"
Hart R.A., Espinosa R.A., Iltus S., Lorenzo R.,"Children's participation: The theory and practice of involving young
citizens in community development and environmental care",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85069819881&doi=10.4324%2f9781315070728&partnerID=40&md5=87e112dcb287d966a33a8572fff35f78"
Cheng E.,"Knowledge strategies for enhancing school learning
capacity",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84865726005&doi=10.1108%2f09513541211251406&partnerID=40&md5=f0d93c2913bcac5fe6ff765a8bb4008c"
Roe E.A., Whyte-Marshall M.,"Mentoring for evidence-based practice: A collaborative
approach",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84864183654&doi=10.1097%2fNND.0b013e31825dfb2a&partnerID=40&md5=630e0a58ae2d0bc08a4d9bcffc926db1"
Barraza L., Castaño C.,"Can science education help to build a sustainable society? [Puede la enseñanza de la ciencia ayudar
a construir una sociedad sostenible?]",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84872058382&partnerID=40&md5=84aee131e00156a37299a8f501c8bd51"
Azcárate P., Navarrete A., García E.,"Approach to the level of inclusion of sustainability in university curricula
[Aproximación al nivel de inclusión de la sostenibilidad en los curricula
universitarios]",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84872071002&partnerID=40&md5=c5f8c489e0756d81c3ce26a98d9add9c"
Deutschlander S., Suter E., Lait J.,"Models in interprofessional education: The IP enhancement approach as effective
alternative",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84859701931&doi=10.3233%2fWOR-2012-
1 1293&partnerID=40&md5=064b822ebe510ebaa2ca58cfc7a1115e"
Skinner E.A., Chi U.,"Intrinsic motivation and engagement as ""active ingredients"" in garden-based education: Examining
models and measures derived from self-determination theory",2012,"https://www.scopus.com/inward/record.uri?eid=2-
1 s2.0-84856883128&doi=10.1080%2f00958964.2011.596856&partnerID=40&md5=6099187abe57d1a5236fd1f015ce067e"
Arsat M., Holgaard J.E., De Graaff E.,"Effectiveness of sustainability in engineering education: Research
methods",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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164
 Angelini D.J., O'Brien B., Singer J., Coustan D.R.,"Midwifery and Obstetrics. Twenty Years of Collaborative Academic
Practice.",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84866031869&doi=10.1016%2fj.ogc.2012.05.002&partnerID=40&md5=05e9ce7224559aa50e4fe4f8595c5a0c"
Malott M.,"Nunavut: building nursing capacity.",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84864381352&partnerID=40&md5=4a7708d8b756bc9555712c97a3891675"
Djermanov J., Kostovic S., Kosanovic M., Egic B., Oljaca M., Djukic M., Borovica T.,"Pedagogical reception of
information and communication technology in education",2011,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84855524210&partnerID=40&md5=6a2e5b4bfc137963628596caec524dd9"
Zhang B.H.,"CK, PCK, TPCK, and non-intellectual factors in sustaining an iMVT innovation for science
learning",2011,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84863373767&doi=10.1016%2fj.sbspro.2011.04.068&partnerID=40&md5=a37e828a4d89e03e6db500cbdb053ee1"
Karetsos S., Haralambopoulos D.,"Integration of competencies in an ontology-based framework supporting teachers to
construct learning designs in the domain of sustainable energy
education",2011,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-79960736878&doi=10.2478%2fv10099-011-
1 0010-4&partnerID=40&md5=4ab222264e00c2d71caf9541538441d0"
Thomson J.S., Anderson K.J., Mara P.R., Stevenson A.D.,"Supervision--growing and building a sustainable general
practice supervisor system.",2011,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 80051555985&partnerID=40&md5=5564f19d26a6d48c87444e47a1530532"
Schneckenberg D.,"Ecompetence to move faculty towards a sustainable use of learning technologies in higher
education",2011,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84895248371&partnerID=40&md5=0f8be394c6ca0b1c69169bacc1a9b0f0"
Lang Q.C.,"Developing an asynchronous computer mediated communication tool for projectbased
learning",2010,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 78650150983&doi=10.1109%2fICDLE.2010.5605997&partnerID=40&md5=28047bdd265960fe2e4af25487ab3adb"
McCarthy D., Seery N., Gordon S.,"Challenges facing continuous professional development for technology education in
Irish second level education",2010,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85029055309&partnerID=40&md5=8af93e5935ff6a1ca7565154f5f07d04"
Birdsall S.,"Empowering students to act: Learning about, through and from the nature of
action",2010,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 79951494110&doi=10.1017%2fs0814062600000835&partnerID=40&md5=68a0b36e2097277ab35619a381394434"
Lappalainen P.,"Integrating social competence into engineering
curriculum",2010,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84938718849&partnerID=40&md5=64220e0e274883ca72a474cb78315fdd"
Rohweder L., Virtanen A.,"Developing the model on the learning for sustainable development in higher
education",2009,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-79954457075&doi=10.2478%2fv10099-009-
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 Räthzel N., Uzzell D.,"Transformative environmental education: a collective rehearsal for
reality",2009,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 77957744055&doi=10.1080%2f13504620802567015&partnerID=40&md5=d3a1a8258a00afecf11cafb1e85cfec6"
Melin Emilsson U., Lilje B.,"Training social competence in engineering education: Necessary, possible or not even
desirable? An explorative study from a surveying education
programme",2008,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 47349088809&doi=10.1080%2f03043790802088376&partnerID=40&md5=e680867fa9de0f62d4abe3b0591a8ae1"
Delphin E., Davidson M.,"Teaching and evaluating group competency in systems-based practice in
anesthesiology",2008,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 44649143884&doi=10.1213%2fane.0b013e318173216e&partnerID=40&md5=820b277822b439f915989dbe6f4e4532"
Adams D.,"Lifelong learning skills and attributes: The perceptions of Australian secondary school
teachers",2007,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 37849045559&partnerID=40&md5=2fe7ff093da32d600fa0e564875eeafa"
Shallcross T., Robinson J.,"Is a decade of teacher education for sustainable development essential for
survival?",2007,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 34247630614&doi=10.1080%2f02607470701259382&partnerID=40&md5=d7bbefba40b327c95c3f0267331c9a66"
Archbold S., O'Donoghue G.M.,"Ensuring the long-term use of cochlear implants in children: The importance of engaging
local resources and expertise",2007,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 34247642221&doi=10.1097%2fAUD.0b013e31803154f2&partnerID=40&md5=f3af6734c55ba9472d1bc36b32b05b59"
Little M.A., Milliken P.J.,"Practicing what we preach: Balancing teaching and clinical practice
competencies",2007,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-33847041881&doi=10.2202%2f1548-
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Claramita M., Setiawati E.P., Kristina T.N., Emilia O., Van Der Vleuten C.,"Community-based educational design for
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Davini V., Marchionne I., Pandolfini E.,"Generating a new idea of public mission for universities. a sustainable
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Smith L.H., Petosa R.L., Shoben A.,"Peer mentor versus teacher delivery of a physical activity program on the effects of
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Chi Y., Qin Y., Song R., Xu H.,"Knowledge graph in smart education: A case study of entrepreneurship scientific
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Rajab A., Wright N.,"The idea of autonomy and its interplay with culture in child-centered education: evidence from
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Nurmalasari D., Swaramarinda D.R.,"Can TEFA (teaching factory) be realized with a creative economy, appropriate
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Pennington R., Yeung A.S., Dillon A., Noble T.,"Positive education: Theory, practice, and
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Okada A., Sherborne T.,"Equipping the next generation for responsible research and innovation with open educational
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Kamalikhah T., Najarkolaei F.R., Sabzmakan L., Rouhani Tonekaboni N.,"Kirkpatrick evaluation of theory-based
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Motschnig R., Pfeiffer D., Gawin A., Gawin P., Steiner M.,"When kids are challenged to solve real problems - Case study
on transforming learning with interpersonal presence and digital
technologies",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85040713942&partnerID=40&md5=4b64d978d489c1df0edec0f033ddc5d9"
Lanska D., Cech P., Chromy J.,"Selected determinants of educational communication in a multicultural
society",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85048630680&partnerID=40&md5=ad3c07c62d8753d570b0d7fc52a6602b"
Boukelif A., Sabrina M., Aiboud F.F., Mammeria A.B., Hasnia M., Cherradi M., Cherni B., Hadjer S.,"Teaching and
learning sustainably with web 2.0 technologies",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85048683234&partnerID=40&md5=d598be7f37f348845f89704275999441"
Khaustov A., Redina M., Aleinikova A., Mamadzhanov R.,"Green campus of the green university: The RUDN-University
experience",2017,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
85032360293&doi=10.5593%2fsgem2017%2f54%2fS22.009&partnerID=40&md5=8f847c53e8b7c3c3542a6d64af4adaac
1 "
Modebelu M.N.,"Curriculum development models for quality educational
system",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-85018554155&doi=10.4018%2f978-1-5225-1624-
1 1 8.ch015&partnerID=40&md5=d5cdf991665b1911d6bf2bbfe805f00a"
Harding K.E., Shields N., Whiteside M., Taylor N.F.,"""A Great First Step into Research"": Stepping into research is an
effective and sustainable model for research training in clinical settings a report of 6-year
outcomes",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84988737030&partnerID=40&md5=eaf9c727a6e563febf636ad043ef2e8e"
Lowther J., Sellick J.,"Embedding sustainability literacy in the legal curriculum: Reflections on the Plymouth
model",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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 Poppe M., Böck K., Zitek A., Scheikl S., Loach A., Muhar S.,"What? How? Why? Students explore river landscapes –
promoting a systems-based understanding as the cornerstone of “lived” participation in river management [Was? Wie?
Warum? Jugendliche erforschen Flusslandschaften – Förderung des Systemverständnisses als Basis für gelebte
Partizipation im Flussgebietsmanagement]",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84978127837&doi=10.1007%2fs00506-016-0325-4&partnerID=40&md5=0bc8ca84c36ba5a5a5b2ca42a8265469"
Mohammed J., Amer S.T.,"Intellectual development for sustainability in design and
manufacturing",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 1 84983347800&partnerID=40&md5=a6fc90f388054dbee393de8320545777"
Watkins D., Canto-Lopez M.,"Working with law students to develop legal literacy
materials",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84939474678&doi=10.1080%2f03069400.2015.1064668&partnerID=40&md5=b8694bfe6ca43dce4d0f79f521197238"
Ruge D., Nielsen M.K., Mikkelsen B.E., Bruun-Jensen B.,"Examining participation in relation to students’ development of
health-related action competence in a school food setting: LOMA case
study",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84949883293&doi=10.1108%2fHE-08-2014-
1 0087&partnerID=40&md5=392666e81fd450239aea3d3cefba5efe"
Švab I., Allen J., Žebiene E., Petek Šter M., Windak A.,"Training experts in family medicine
teaching",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84955151222&doi=10.3109%2f13814788.2015.1118456&partnerID=40&md5=3baa371d7f2e5372cf4a2f3e94daaafe"
Kertesz J., Downing J.,"Piloting teacher education practicum partnerships: Teaching alliances for professional practice
(TAPP-Tas)1",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85012964674&partnerID=40&md5=09f42b28b68a1c7312204c006c1a6dab"
Butler D., Leahy M., Hallissy M., Brown M.,"Embedding classroom practice in a 21st Century Learning Design (21CLD)
MOOC framework",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85071912570&partnerID=40&md5=5f70c9335c5bf83e30d24da9aa388b0c"
Böhm M., Eggert S., Barkmann J., Bögeholz S.,"Evaluating sustainable development solutions quantitatively: Competence
modelling for GCE and ESD",2016,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85018330384&doi=10.1177%2f2047173417695274&partnerID=40&md5=5450173b6b594d5270c744830b5fefb1"
Abildsnes E., Stea T.H., Berntsen S., Omfjord C.S., Rohde G.,"Physical education Teachers' and public health Nurses'
perception of Norwegian high school Students' participation in physical education - a focus group
study",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84951268782&doi=10.1186%2fs12889-015-2660-
1 y&partnerID=40&md5=9b92bf53ad2bd43e3057d14ee535d9db"
Ferreira J.-A., Ryan L., Davis J.,"Developing Knowledge and Leadership in Pre-Service Teacher Education
Systems",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84961671472&doi=10.1017%2faee.2015.24&partnerID=40&md5=6ba7fb23dcd3da65ca86da23bce8728b"
Steyn G.M.,"The practice of Mathematics teacher collaboration as grounded in the learning community framework and the
invitational education approach [Die praktyk van Wiskunde-onderwysersamewerking soos gefundeer in die
leergemeenskapsraamwerk en die uitnodigende
1 onderwysbenadering]",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-

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7912%2f2015%2fv55n4a13&partnerID=40&md5=f89f1849cd80b8ea126dfb471a09c5b0"
Randall L., Turner S., McLafferty L.,"A colourful dot on a dreary economic canvas: Building capacity for innovation in
schools through the Coach Consult Programme",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85032210462&partnerID=40&md5=6179575bc372b826bd28b673065b6803"
Caetano N., Rocha J., Quadrado J.C., Cardoso J.M., Felgueiras M.C.,"Teaching sustainability in a multicultural
environment",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85014794969&doi=10.1145%2f2808580.2808603&partnerID=40&md5=3d9cb913f22f891e05b2293ef276ff22"
Modebelu M.N.,"Curriculum development models for quality educational
system",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957096674&doi=10.4018%2f978-1-4666-8162-
1 0.ch014&partnerID=40&md5=dd4f358430e58e9c95287c29e4736e8d"
Iliško D., Ignatjeva S.,"The use of information and communication technologies by secondary school teachers for
developing a more sustainable pedagogy in latvia",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
84967495459&doi=10.3726%2f978-3-653-02460-9&partnerID=40&md5=2972d1cbb864272ac71747394f282693"
Kibuka-Sebitosi E.,"Towards a model for international collaboration and partnerships in teacher education in Africa:
Education for sustainable development in South Africa",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85009814756&doi=10.1080%2f18186874.2015.1107983&partnerID=40&md5=0e80e4a0267a76eba13c2d130f5f2f01"
Eilks I.,"Science education and education for sustainable development - justifications, models, practices and
perspectives",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84923039846&doi=10.12973%2feurasia.2015.1313a&partnerID=40&md5=654fdf93cdd9fe72af0271126dabdb89"
Govaerts S., Cao Y., Faltin N., Cherradi F., Gillet D.,"Tutoring teachers - building an online tutoring platform for the
teacher community",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84946763838&doi=10.1007%2f978-3-
1 319-22017-8_4&partnerID=40&md5=fea87a173d927eb099c44f45379b7535"
Pruskil S., Deis N., Druener S., Kiessling C., Philipp S., Rockenbauch K.,"Implementation of “social and communicative
competencies” in medical education. The importance of curriculum, organisational and human resource development
[Implementierung von “kommunikativen und sozialen Kompetenzen” im Medizinstudium. Zur Bedeutung von
Curriculums-, Organisations- und Personalentwicklung]",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84947279610&doi=10.3205%2fzma000992&partnerID=40&md5=ece0b1ea591d784e9a23442711004449"
Hyotynen P., Keltikangas K.,"Tools and inspiration for engineering education development through stakeholder
cooperation",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84968903166&partnerID=40&md5=bfa26662e544d18850caae8413bbc18a"
Brindesi H., Diakonou M.K., Tsantilas S., Kapidakis S.,"Building an information literacy program for high school students
of Greece in close cooperation with a local special library",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84955311510&doi=10.1007%2f978-3-319-28197-1_56&partnerID=40&md5=108526d201f619de11b04c686d971ebd"
Chen L.C., Chen Y.-H.,"Argument-driven inquiry in the information literacy instruction in
Taiwan",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84955313738&doi=10.1007%2f978-3-319-28197-
1 1_28&partnerID=40&md5=25132402733e600a28751008f785ed78"

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 Wopereis I., Frerejean J., Brand-Gruwel S.,"Information problem solving instruction in higher education: A case study on
instructional design",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84955300280&doi=10.1007%2f978-3-
1 319-28197-1_30&partnerID=40&md5=fce9a2079c66e562c215b379f2f4de21"
Araújo Álvarez R., Lorenzo Rial M.A., Varela Losada M., Álvarez Lires M.M.,"Educating in sustainable development: The
contents of gender and environment [Educando en desarrollo sustentable: El índice de género y
medioambiente]",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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Velichová D.,"Is there a special Maths for engineers?",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84968919404&partnerID=40&md5=eba779b40118b6286348e3b09d5af51f"
Serow P.,"Education for sustainability in primary mathematics
education",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84943427654&doi=10.1007%2f978-94-6300-
1 046-8_9&partnerID=40&md5=e0156535328217aedbfc952fee7ca8d3"
Magalhães A.C., Shigaki H.B., Lopes D.P.T.,"The historical-critical pedagogy in business
administration",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84959283733&partnerID=40&md5=c628967c07bea058013b2ecf128ce62c"
Kibar P.N., Akkoyunlu B.,"Searching for visual literacy: Secondary school students are creating
infographics",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84955287727&doi=10.1007%2f978-3-319-
1 28197-1_25&partnerID=40&md5=0c89c2ee4fb765008a3887a80a6e2db0"
Rajan P.,"Not engineering to help but learning to (un)learn: Integrating research and teaching on epistemologies of
technology design at the margins",2015,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84941993533&partnerID=40&md5=8e80a52f25ca427e648e159e087b9bc7"
Loubser C., Noor Azlin Y., Dreyer J., Nik Azyyati A.K.,"The effectiveness of environmental education workshops for
teachers, learners and schools in Malaysia",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84941731592&doi=10.1007%2fs10668-014-9518-9&partnerID=40&md5=df6dd10dbc7147274f4da5d92b11300c"
Scherr R.E., Linnell J.D., Smith M.H., Briggs M., Bergman J., Brian K.M., Dharmar M., Feenstra G., Hillhouse C., Keen
C.L., Nguyen L.M., Nicholson Y., Ontai L., Schaefer S.E., Spezzano T., Steinberg F.M., Sutter C., Wright J.E., Young
H.M., Zidenberg-Cherr S.,"The Shaping Healthy Choices Program: Design and Implementation Methodologies for a
Multicomponent, School-Based Nutrition Education Intervention",2014,"https://www.scopus.com/inward/record.uri?eid=2-
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Jayaram S., Engmann M.,"Developing skills for employability at the secondary level: Effective models for
Asia",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84904471773&doi=10.1007%2fs11125-014-9302-
1 5&partnerID=40&md5=d86e5b829eccc4179a19deec6583e22b"
Sheffield R.S., McIlvenny L.,"Design and implementation of scientific inquiry using technology in a teacher education
program",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84920938976&partnerID=40&md5=33c7bc651c8cf59b69c4e9424c56e224"
O’Donoghue T., Clarke S.,"Faith-based non-government organizations and education in ‘post-new war societies’:
1 Background, directions and challenges in leadership, teaching and

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1_41&partnerID=40&md5=80211a9146ead8cf42b892a065376b04"
Butler J.I., Storey B., Robson C.,"Emergent learning focused teachers and their ecological complexity
worldview",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84899678040&doi=10.1080%2f13573322.2012.680435&partnerID=40&md5=eab8c5bc1e12933152be9b4f87e24aef"
Rayon Jerez A., Guenaga M., Núñez A.,"A web platform for the assessment of competences in Mobile Learning
Contexts",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84903439403&doi=10.1109%2fEDUCON.2014.6826111&partnerID=40&md5=f103ac60ff37824b8b889b279c81c3ee"
Martina C.A., Mutrie A., Ward D., Lewis V.,"A sustainable course in research
mentoring",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84911806922&doi=10.1111%2fcts.12176&partnerID=40&md5=39be7c3af9252f25b6b87d2c83bcb171"
Baker C.M., Rilett L.R., Kunz G.M., Nugent G.C.,"Roads, rails and race cars: A STEM educational program for 4 th-12th
grade students",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84905175667&partnerID=40&md5=2e7ccbb55bf02e7437a3e871f4e7eb26"
Brooks B., Blackley D., Masters P., May A.S., Mayes G., Williams C., Pack R.,"Developing an academic health
department in northeast Tennessee: A sustainable approach through student
leadership",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84897553503&doi=10.1097%2fPHH.0b013e3182980c1d&partnerID=40&md5=b04284b80a16618d7df1cd62c94f051f"
Swain J.D., Pugliese D.N., Mucumbitsi J., Rusingiza E.K., Ruhamya N., Kagame A., Ganza G., Come P.C., Breakey S.,
Greenwood B., Muehlschlegel J.D., Patton-Bolman C., Binagwaho A., Morton Bolman R.,"Partnership for sustainability in
cardiac surgery to address critical rheumatic heart disease in sub-Saharan Africa: The experience from
Rwanda",2014,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905700189&doi=10.1007%2fs00268-014-2559-
1 2&partnerID=40&md5=e4e347d61d9aeee0672cba2114d1faff"
Polleck J., Wirtz J.,"Building Urban Pre-Service Teachers' Pedagogical Knowledge and Skills through Digital Poetry
Collaborations",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84957059437&doi=10.4018%2f978-1-4666-
1 4924-8.ch003&partnerID=40&md5=9d907c63d897b3467bf59bae3abd3715"
Iskakova M.O.,"Training future teachers in the context of sustainable
development",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
84886072195&doi=10.5829%2fidosi.mejsr.2013.16.07.11958&partnerID=40&md5=1e8f09a1add6737f0df072fa911d413a
"
Anderson C.I., Gupta R.N., Larson J.R., Abubars O.I., Kwiecien A.J., Lake A.D., Hozain A.E., Tanious A., O'Brien T.,
Basson M.D.,"Impact of objectively assessing surgeons' teaching on effective perioperative instructional
behaviors",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84886394045&doi=10.1001%2fjamasurg.2013.2144&partnerID=40&md5=6ba5f0383c6fe1ac1e1746dd70223dc2"
Mohammed J.,"Introducing manufacturing engineering with kentucky governors scholar
program",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
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 Kadji-Beltran C., Zachariou A., Stevenson R.B.,"Leading sustainable schools: Exploring the role of primary school
principals",2013,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84879068062&doi=10.1080%2f13504622.2012.692770&partnerID=40&md5=64daf1eced17b3beab5d757a570852df"
Nehring J.H., O'Brien E.J.,"Strong agents and weak systems: University support for school level
improvement",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867719566&doi=10.1007%2fs10833-012-
1 9187-0&partnerID=40&md5=2d6c9daa81c5d1da3679fd38cc800ff8"
Roe E.A., Whyte-Marshall M.,"Mentoring for evidence-based practice: A collaborative
approach",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84864183654&doi=10.1097%2fNND.0b013e31825dfb2a&partnerID=40&md5=630e0a58ae2d0bc08a4d9bcffc926db1"
Mackey J., Davis N., Dabner N.,"Relevant, current and sustainable digital strategies to prepare future teachers to lead e-
learning",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84912572280&partnerID=40&md5=c0faa66b85cf9158b92f7360312aacf0"
Massa N., Dischino M., Donnelly J.F., Hanes F.D., DeLaura J.A.,"Problem-based learning in a pre-service technology and
engineering education course",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 85029048531&partnerID=40&md5=865eaafff96b94d7c00d21299d0b6c57"
Arsat M., Holgaard J.E., De Graaff E.,"Effectiveness of sustainability in engineering education: Research
methods",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84939520657&partnerID=40&md5=d5ae924ebf98337dae82adacda862470"
[No author name available],"ASCILITE 2012 -Annual conference of the Australian Society for Computers in Tertiary
Education",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84920517751&partnerID=40&md5=06ffb3c8892ebb5ba07eeb96a3347d3c"
Malott M.,"Nunavut: building nursing capacity.",2012,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84864381352&partnerID=40&md5=4a7708d8b756bc9555712c97a3891675"
Manabe Y.C., Katabira E., Brough R.L., Coutinho A.G., Sewankambo N., Merry C.,"Developing independent investigators
for clinical research relevant for Africa",2011,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84855167624&doi=10.1186%2f1478-4505-9-44&partnerID=40&md5=6eb2cbb6e1e5c2777928862d708a8443"
Arati D., Todorova A., Merrett R.,"Implementation and sustainability of a global ICT company's programme to help
teachers integrate technology into learning and teaching in Germany, France and the
UK",2011,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84864028059&doi=10.3402%2frlt.v19s1%2f7802&partnerID=40&md5=a2dcd5771172171f52c42d4f073ece59"
Mackenzie Glander-Dolo S.,"Première université régionale du mali-education distance (Prem-U): Challenges and insights
for ubiquitous education",2011,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84875967568&partnerID=40&md5=142712e91286703a263a28fc7b1c140c"
Barrett J., Hodgson J.,"Hospital simulated patient programme: A
guide",2011,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-81355124159&doi=10.1111%2fj.1743-
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 Martusewicz R.A., Edmundsonb J., Lupinaccic J.,"EcoJustice education: Toward diverse, democratic, and sustainable
communities",2011,"https://www.scopus.com/inward/record.uri?eid=2-s2.0-
1 84917227960&doi=10.4324%2f9780203836040&partnerID=40&md5=926b02779fe0d96cd1a2e71262db7b96"
Taboada H.A., Espiritu J.F., Gurrola E.,"Catalyzing and Supporting Minority Talent Development in STEM fields: A
structured mentoring model to inspire young engineering minds",2011,"https://www.scopus.com/inward/record.uri?eid=2-
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 APPENDIX B: Interview Guide.
SECTION 1
INTERVIEW GUIDE USED IN PHASE II
No. Interview question Expected answers
0 (Explain again the general objective of the Elements of the profile
interview)
Please tell me your:
-Name
-Studies
-Current work position
1 Where have you developed your role as educator Elements of the profile
around ESE topics? -Work experiences
[Decide here with the educator in which role he/she -Educative Levels.
wants to talk about in the interview, suggesting the -Educative context
more predominant and/or related with the research (Formal-Non-Formal).
focus] -Characteristics of the
most dominant role as
educator.
2 To get to know more about the activities you Elements of the profiles
perform as educator, I would like you to share with and competences:
me: -Concrete pedagogies
-What topics do you usually address in your -Topics address related to
classes? ESE
-What disciplines are closer to your role as -Didactics they work
educator? (competences implicit)
-What kind of didactics or pedagogical activities do
you usually implement?

3 Since in occasions there is no specific subject Elements of the profile

called “Environmental Education” or “Sustainable -Self-definition as
Development II”, If you had to explain to someone educators in relation to a
who are you as educator in ESE, how would you discipline, pedagogical
define yourself? orientation, etc.
4 Particularly, as *______* (name the self-definitionElements of their
they just said)) competences
How would you say is your relation to your -Define relation with
students? students describing their
What would you say you want to promote in them? pedagogical visions of
educator, student and the
aims of ESE
5 What motivated you or lead you to be interested in Elements of the profile
the environment and/or sustainability issues and -Drivers behind their
later on to become an educator? interest in ESE

6 What didactic challenges have you faced in your Elements of the Didactic
experience as *____*? (For instance, maybe when Challenges
you wanted to approach a certain topics the way
you wanted to approach it did not work, etc.)
7 How from your role as *_____* you have been able-Elements of their
to promote transformations beyond your competences and Didactic
classroom, for instance maybe at the institutional
Challenges.
level, community, etc.? -Description of the
transformational
[If negative response, ask: Why would you think possibilities of their role as
this has not been the case?] educators.

8 Now, we will discuss the educator competences in Elements of their

ESE subject. Having in mind that competences are competences
“interaction between knowledge, capabilities,
skills, reasons and affective and individual
willingness” but this time with the focus in those
that an educator that works in ESE needs to have.
In this sense, I would like to know, from you role
as *_____* What competences would you say are
necessary to be *_______*?
9 Having in mind the didactic challenges that you Elements of their
mentioned earlier such as:_______. What other competences
competences would you think might be necessary
to overcome these challenges?
x That’s all from my part, thank you so much for Comments and/or doubts
participate in the interview. Do you have any other
comments or doubts you want to express?

182
 SECTION 2
INTERVIEW GUIDE USED IN PHASE III
No. Interview question Expected answers
0 In general, before the pandemics, how was the role Description of the role
of digital technologies in your teaching as ESE? digital technologies had
before pandemics

1 What obstacles or difficulties have you find Described difficulties

during the pandemic as an ESE educator? experienced during the
pandemic.

2 What competences do you think have been more Competences descriptions

important in your role as an ESE educator to
overcome these difficulties?

3 Have you experienced new opportunities in this Described opportunities

pandemic situation in relation to your role as ESE experienced during the
educator? pandemic

4 To finish and in general terms, what is the Description of digital

importance digital technologies have had in your technologies used and how
teaching during the pandemic? have been used.
x That’s all from my part, thank you so much for Comments and/or doubts
participate in the interview. Do you have any other
comments or doubts you want to express?

183
 APPENDIX C: Example of Learning Outcomes and Underpinning
Components used in the codification process of Phase II.
RSP’ Emphasized RSP Interview extract coded as Interview extract
Competences competences’ an example from coded as an
Learning Outcome Formal Context example from
(L.O) or Non-Formal
Underpinning Context
Component (U.C.)
Systems: UC1 UC1: “Identify the level “Please do a table that
of complexity and syntheses these concepts in
abstraction to be tackled your community” (Formal:
with students and use E12), “and if a student asks me
techniques such as more information, I need to be
concept mapping, there, to give the student a
systems analysis, games, deeper vision and to those that
or structured research- wants to go deeper” (Formal:
based activities to make E11).
complexity accessible to
them”.

184
L.C.1.3 “Apply different “to be very competent in a “to know the
viewpoints and frames discipline, it might be dynamics that exists
when looking at systems, atmosphere, physics, or maybe in nature to be able
e.g. different scales, geology, or biology, but being to transmit this
boundaries perspectives very competent in a discipline” active listening to
and connections”. (Formal: E8), “to add value in the students, then as
our contents, in the class much knowledge of
curriculum, so that the environment we
sustainability is very well have, it could be the
reflected, it is well explained in urban context, the
all its dimensions” (Formal: better. This
E11). knowledge about
-.-.-.-.-.-. the dynamics of the
“to know the dynamics that environment, the
exists in nature to be able to typical too, right?
transmit this active listening to ‘Hey you guys!
the students, then as much have you heard the
knowledge of the environment sound of the bird?
we have, it could be the urban So, when that
context, the better. This happens in means
knowledge about the dynamics that this will
of the environment, the typical happen’. So, it’s like
too, right? ‘Hey you guys! wow! An
have you heard the sound of information that not
the bird? So, when that many people have,
happens in means that this will and if you as
happen’. So, it’s like wow! An educator can have it,
information that not many it’s better that you
people have, and if you as have more than you
educator can have it, it’s better lack of it and you
that you have more than you won’t be a little lost
lack of it and you won’t be a in the dynamics of
little lost in the dynamics of nature” (Non-
nature” (Non-Formal: E9), Formal: E9), “more
“more knowledge purely knowledge purely
ecological, let’s say. In way, I ecological, let’s say.
would say, to have strong basis In way, I would say,
in the environmental topic, for to have strong basis
instance, if it’s about pollution in the
and the odors, try to link the environmental

185
 environmental pollution and topic, for instance, if
the air quality. But well, this is it’s about pollution
the engine to achieve a debate, and the odors, try to
you know? It could also be, link the
which plants are in a river that environmental
might be bio-indicators of pollution and the air
environmental problems, and quality. But well,
from this point then, provoke a this is the engine to
debate that awakens: ‘Wow! achieve a debate,
Then what is going on? Why is you know? It could
this problem emerging?’ In also be, which
sum, the ecology it’s important plants are in a river
to generate this debate.” (Non- that might be bio-
Formal: E10), “to have indicators of
minimal knowledge of environmental
environmental education” problems, and from
(Non-Formal: E14). this point then,
provoke a debate
that awakens:
‘Wow! Then what is
going on? Why is
this problem
emerging?’ In sum,
the ecology it’s
important to
generate this
debate.” (Non-
Formal: E10), “to
have minimal
knowledge of
environmental
education” (Non-
Formal: E14).
Transdisciplina U.C.3.2a “Manage the “we cooperate with other “we work with
rity: U.C.3.2a co-creation of schools to work around noise collective
collaborative processes: pollution in the city and organizations, we
problem framing, value together we were for ¼ of an have a bag of the
recognition, consensus hour in absolute silence, those city needs, that we
building and the kind of things” (Formal:E5), “ later on pass to the
integration of different I work in a collective way, a educational centers

186
discipline and other team of educators of the (…) it is a
stakeholders’ course, so I have to be able to competence to go
knowledge”. organize a small group, even if outside and search
it’s only 2-3 people” (Formal: in your
E11) “in the class curriculum environment,
we don’t talk explicitly about saying: “ok here
sustainability but here is space there’s people
called tutorship and in there we related with this
have a small program that farmers that will
works different things like suite for “x” thing
sustainability” (Formal: E15), (…) it’s not
“even though I studied necessary to do
environmental sciences, it great things, but we
would be good that more need to be able to
people from other schools find those things
could come, people that can that are already
come and motivate the done” (Non-
students(…) we have created a Formal: E2) “I
micro-network here in coordinate the work
Barcelona of people who work between the
the eco-agricultural topic and technicians that
together with other teacher we stimulate and
have created a sustainability accompany with the
commission to be in touch with educational agents.
them” (Formal: E16). To net a network of
-.-.-.-.-.-.-.-.-. contact to learn
“we work with collective digital competences
organizations, we have a bag of through working
the city needs, that we later on sustainability and
pass to the educational centers inclusive projects,
(…) it is a competence to go to trigger these
outside and search in your relationships within
environment, saying: “ok here the city to maximize
there’s people related with this these possibilities”
farmers that will suite for “x” (Non-Formal: E3).
thing (…) it’s not necessary to
do great things, but we need to
be able to find those things that
are already done” (Non-
Formal: E2) “I coordinate the

187
 work between the technicians
that stimulate and accompany
with the educational agents. To
net a network of contact to
learn digital competences
through working sustainability
and inclusive projects, to
trigger these relationships
within the city to maximize this
possibilities” (Non-Formal:
E3).
U.C.3.1: “Recognise the “Work conjoint projects “Work conjoint
importance of involving together with the chemistry projects together
people from different teachers, for naming a subject, with the chemistry
disciplines and other to relate this with learning how teachers, for naming
stakeholders to tackle to treat the olives that they a subject, to relate
sustainability related grow” (Non-Formal: E3). this with learning
issues”. how to treat the
olives that they
grow” (Non-
Formal: E3).
Participation U.C.9.3 Identify strengths “They are the messengers of
U.C.9.3 and and weaknesses in top this information within their
U.C.9 down and bottom up families, in their social
approaches and note the networks, with their friends, I
advantages of make them protagonist”
participative solutions. (Formal: E4); “they have won
visibility, they share they
experiences with the exterior.
Now the school do not
understand the projects
without their participation, the
very students when they see
something they alone say: let’s
do this or that!” (Formal:E5).

188
U.C.9 “U.C.9 Use “It is something we work in “they plant, harvest,
techniques and parallel with the class prepare and eat
pedagogies fostering objective, sometimes within those aliments in the
participation of learners classes, doing a project that school garden and
within and outside the looks at environmental with the farmer,
class, such as project- components of social justice, work service-
based pedagogy, other times related with food learning activities in
leadership games and waste in the school diner and the school diner,
consensus-building later on we comment this in since teachers have
activities”. class” (Formal:E5). the obligation to
“they plant, harvest, prepare work this, and we
and eat those aliments in the accompany them for
school garden and with the a long time” (Non-
farmer, work service-learning Formal: E2); “That
activities in the school diner, could be a longer
since teachers have the project, such as
obligation to work this, and we service-learning
accompany them for a long one, this is really
time” (Non-Formal: E2); when our
“That could be a longer interventions really
project, such as service- make the student to
learning one, this is really participate, act and
when our interventions really collaborate with
make the student to participate, other social
act and collaborate with other organizations that
social organizations that are are working the
working the class topics, such class topics, such as
as food poverty” (Non- food poverty”
Formal: E18). (Non-Formal:
E18).

“U.C.9.2 Understand the “What really interest us is that “What really

central importance of the students to be protagonist; interest us is that the
enabling participants to since we have seen for a long students to be
be heard and the time now, that is useless to go protagonist; since
implications of not doing to a place, talk, talk and that the we have seen for a
so”. only thing they do is listen. long time now, that
When they are the protagonists is useless to go to a
and they have to do things, is place, talk, talk and

189
 much easier to acquire a certain that the only thing
knowledge” (Non-Formal: they do is listen.
E6). “Now, with citizen When they are the
science, they are generating protagonists and
scientific content that is they have to do
trustable, so that also things, is much
empowers the students, they easier to acquire a
can see that a scientific certain knowledge”
committee validates what they (Non-Formal: E6).
do” (Non-Formal: E10). “Now, with citizen
science, they are
generating scientific
content that is
trustable, so that
also empowers the
students, they can
see that a scientific
committee validates
what they do” (Non-
Formal: E10).
Futures U.C.5 Utilize future “my exams always have two
studies techniques such images with 70 or 60 years of
as simulation games, difference, I want them to
future newspaper, explain to me the changes in
scenario analysis and the landscape at the social,
back casting. ecological and climate change
levels” (Formal: E17).
Decisiveness L.O.12.2 Take decisions “We tried to look at it in a “I asked them:
even in a context of different way, we did an Would you motivate
sustainability related environmental commission yourself to do
dilemmas, uncertainties, integrated basically by the different good
contradictions and students where they were in actions? Or maybe
wicked problems in charge of doing the school they come up with
accordance with their diagnostic and to propose new ideas and I
values, being aware that activities to carry on, things to motive the group to
postponing decisions and improve and to reduce the be autonomous
not acting is also a consumption” (Formal: E5) since at a certain
decision. “I asked them: Would you point we no longer
motivate yourself to do are with them, in
different good actions? Or some cases the

190
 maybe they come up with new garbage topic could
ideas and I motive the group to end up in an action
be autonomous since at a of awareness to pick
certain point we no longer are up trash in the
with them, in some cases the Collserola
garbage topic could end up in mountain, etc.”
an action of awareness to pick (Non-Formal: E9)
up trash in the Collserola
mountain, etc.” (Non-Formal:
E9)
Attentiveness U.C.2.1 “Access and “to search information, analyze
analyze current research it, the reading, and generate
and reports on a range of useful information for the
sustainability-related students” (Formal: E11).
issues”.
Criticality U.C.4 “Utilize techniques “even though some activities
to challenge assumptions are evidently about reaching
such as problem-based very specific knowledge, they
learning, debates or have to be self-reflective of
dilemma analysis”. their own practice, that try also
to de-construct something, I’m
not saying what they know is
not important, but
problematize this” (Formal:
E12)
Empathy U.C.6 “Employ “They had to represent with a
techniques to help video an interview so they
learners develop their make up as represented a TV
empathy within a context presenter, other was a contester
of sustainability, e.g. use and the rest friends that explain
of images, drama, paired a certain type of life. So we
simulation, debate and propose to do a video and they
role-play”. have to search what was
threatening each living being,
for instance, in the case of the
shark the way some fisherman
are cutting parts of their body,
or the case of the pesticides
that affects the bees, etc. So it

191
 was really interesting and it
was a way for them to feel what
the animal was experiencing,
transmitting love for the
nature, we are not above the
rest of the living beings, to be
empathetic” (Formal: E4).
U.C.6.1b “Listen actively “Working for a long time with “Working for a long
and authentically to a school, generates more time with a school,
others and build on each bonding between us and the generates more
other’s views”. students and their teachers” bonding between us
(Non-Formal: E18) and the students and
their teachers”
(Non-Formal: E18)
Creativity U.C.7: “Apply creative “We go to the olive trees “We go to the olive
and innovative teaching plantations to discover what is trees plantations to
techniques in relation to a forest, and what is an discover what is a
sustainability issues, agricultural area, or we go to forest, and what is
positioning the teaching eco and non-eco farms” (Non- an agricultural area,
processes in a real-world formal: E2). or we go to eco and
or simulated context”. non-eco farms”
(Non-formal: E2).
Responsibility L.O.8.3 “Reflect “But through the students I do “That they can see
critically on their own provoke changes in families. that everything is
decisions and actions and There’s a lot of parents that not working
those of others, looking when you have students that correctly, that is
for opportunities for love your class the, family something that we
improvement and come asking who I am so that all are doing” (Non-
development”. they understand why their Formal: E9).
child don’t want to buy
mangoes from x places”
(Formal: E4).
“That they can see that
everything is not working
correctly, that is something
that we all are doing” (Non-
Formal: E9).

192
Values U.C.10.2b “Operate in an “I don’t like that image of the
open way that engenders professor being the only one
trust and empowers that teaches, I like that I can get
others”. to reach them in deeper and
different levels, make them
think about their values, not
only about the environment but
also about our society.”
(Formal: E15).
UC 10.1 “Facilitate and “Provide tools to the professors “Provide tools to the
participate in the so they can develop their own professors so they
learning process with projects and later on to be can develop their
colleagues as well as autonomous” (Non-Formal: own projects and
learners”. E3) later on to be
autonomous” (Non-
Formal: E3)
Action U.C.11.3 “Be able to see “through the research the
meaningful educational students do in their master and
opportunities in ‘real life’ PhD students linked to, for
and encourage learners instance the Barcelona City
to do the same”. Hall, so there’s impact and
transformation” (Formal: E7).
UC11.1b “Make use of “in the part of action, we try “in the part of
the reflective learning that this could be like tea, to action, we try that
cycle (planning, acting, discuss, to take some strength this could be like
reflecting, adjusting or and say: ok, we have arrived to tea, to discuss, to
the Anticipation-Action- this conclusion, but, can we do take some strength
Reflection cycle)”. more things to change? Can we and say: ok, we have
change the way things are arrived to this
working?” (Non-Formal: E9). conclusion, but, can
we do more things
to change? Can we
change the way
things are
working?” (Non-
Formal: E9).

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 APPENDIX D: Competences emphasized sorted by educational
context in Phase II.

Formal Non-Formal
Systems 25 Transdisciplinarity 21
Higher Higher
Transdisciplinarity 20 Participation 20
Values 16 Values 16
Action 16 Action 16
Empathy 16 Systems 15
Participation 15 Empathy 14
Middle Middle
Creativity 13 Creativity 14
Attentiveness 12 Criticality 8
Criticality 11 Decisiveness 7
Responsibility 11 Responsibility 6
Decisiveness 6 Attentiveness 2
Futures 3 Lower Futures Lower 0

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 APPENDIX E: Motivations related to RSP competences sorted by
context in Phase II.

Participation Participation in
in working non-
Working Educational institutional Institution
Studies Institution Institution experiences reputation

RSP’ Competences F. N.F. F. N.F. F. N.F. F. N.F. F. N.F.

Systems 3 1 1
Attentiveness
Transdisciplinarit
y 5 2 1
Criticality
Futures
Empathy 1 3 6
Creativity 2 1
Responsibility 2 2 1 1
Participation 1 1
Values 1 1 1 2
Action 2 2 1 3
Decisiveness 1
TOTAL BY
MOTIVATION
AND SETTING 12 5 1 2 2 1 7 16 2 0
TOTAL BY
MOTIVATION 17 3 3 23 2

195
 APPENDIX F: Challenges related to RSP competences sorted by
educational context in Phase II.

Instructional Institutional Community/Society

RSP’ Competences F. N.F. F. N.F. F. N.F.
Systems 6 3 1 0 0 0
Attentiveness 1 2 0 0 0 0
Transdisciplinarity 3 1 3 4 2 3
Criticality 0 1 0 1 0 0
Futures 0 0 0 0 0 0
Empathy 2 1 1 2 0 0
Creativity 0 0 1 2 0 0
Responsibility 0 0 1 1 0 0
Participation 1 2 1 0 1 0
Values 1 2 0 2 0 0
Action 2 0 0 0 0 0
Decisiveness 0 1 1 0 0 0
TOTAL BY
CHALLENGE AND
SETTING 16 13 9 12 3 3
TOTAL BY
CHALLENGE 29 21 6

196