Competences in Education for Sustainable Development: Critical Perspectives

Acknowledgements
Contents
Contributors
Abbreviations
Part I: Conceptualising Competences
	1: Introduction
		Sustainable Development and the Role of Education
		What’s in a Name?
		The Structure and Contents of This Book
		References
	2: The Competence Turn
		Introduction
		The Rise of Competence-Based Education
		Competences in Environmental and Sustainability Education (ESE)
		Four Hazards of the Competence Approach
			Conceptual Confusion
			The Centrality of Context
			Impacts on Pedagogy
			Distractions from Fundamental Issues
		References
	3: Educators’ Competence Frameworks in Education for Sustainable Development
		Introduction
		Competences in Educational Programmes
		Frameworks and Models of Educators’ Competences in ESD
		Discussion
		Conclusion
		References
	4: What Do Key Competencies in Sustainability Offer and How to Use Them
		Agreement on Key Competencies in Sustainability
		Flaws in Current Practices
		Good Practices
		Outlook
		References
	5: A Rounder Sense of Purpose: Competences for Educators in Search of Transformation
		Introduction
		The Rounder Sense of Purpose Framework
			Thinking Holistically
			Envisioning Change
			Achieving Transformation
		Links to the UN Sustainable Development Goals (SDGs)
			As a Contribution to SDG 4: Quality Education
				As a Means to Address Other SDGs
		Key Issues/Challenges
			The Concept of Competence
				Graphic Representation
			Pedagogical Approach
			Learning Outcomes
				Assessment
		Where Next?
		Project Partners
		References
	6: On the Educational Difference Between Being Able and Being Willing
		Introduction
		What Does It Mean to Be Competent?
		What Does Competent Mean in an Everyday Sort of Way and How Did Its Technical Meaning Change So Much?
		What Then of Dispositions?
		Is Competence an Intolerably Blunted Conceptual Tool, in the Hands of ESD Practitioners?
		Does Conflating Cognition and Affect Matter? Is This Mere Semantics?
		When It Really Does Matter
		Is There Some Good News Here?
		Taking a U Turn
		References
	7: Complexity and Criticality in Relation to ESD Competences
		Introduction: Two Competences to Be Developed in the Perspective of Citizenship Education
		The Paradigms of Complexity and Criticality
		Complex Thinking at School: Opportunities and Risks
		Critical Thinking at School: Opportunities and Risks
		The Competence-Based Approach: Current Controversies and Challenges
		A Key Element to Address in Teacher Training: Conspiracy
		Conclusion
		References
	8: Post-Normal Science, Transdisciplinarity, and Uncertainty in Relation to Educators’ Competences: A Conversation with Silvio Funtowicz
		Introduction
		Conversation with Silvio Funtowicz
		Final Reflective Thoughts
		References
	9: ESD Competences for Deep Quality in Education
		Introduction
		Quality Education
		ESD, Competences and Quality Education
		The RSP Model of ESD Competences and Deep Quality in Education
		Concluding Remarks
		References
Part II: Integrating Competences
	10: The Highs and Lows of Working ESD Competences into HEI Frameworks
		Introduction
		Building Bridges Between the UOC’s Competence Framework and ESD
		Tensions and Opportunities
		Final Remarks
		References
	11: Breaking the Mold: Educators as Agents of Change
		Introduction
		Who Are the Educators Promoting Change?
		The Italian Context for Education for Sustainability
		Piloting the RSP Competence Model
		What Have We Learned?
		References
	12: Framing the Frames: Integrating an ESD Approach Into an Existing National Framework
		Introduction
		Educator Competences: Weaving the Old with the New
		Pedagogical Questions
		Structural Questions
		Conclusion
		References
	13: The Rise of Competence-Based Learning in the Netherlands and Its Impact on the Implementation of ESD at Marnix Academie
		Introduction
			Some Terminology
			Methodology
		Analysis of the Rise of CBL in Teacher Training Institutes in the Netherlands
		Marnix Academie and CBL
		Analysis of the Implementation of (E)SD at MA
			Vision
			Curriculum
			Teaching
			Facility Management
			Human Resource Management (HRM)
			Professional Development
			Community
		Conclusions and Lessons Learned: Did CBL Help with Implementing ESD?
		References
	14: Working on ESD Teacher Competences in Switzerland: A Case Study at the University of Teacher Education Vaud
		Introduction: A Supportive Context for Implementing ESD
		Conceptual Framework: A Call for a Paradigm Shift
		The Example of a Course for Pre-service Primary School Teachers
			What Students Have Learned
			How to Assess Competences
			Strengths and Limitations of the RSP Model
		An Action Plan for HEP Vaud
		Discussion
		Perspectives
		References
	15: Development and Assessment of ESD Competences: Staff Training at the University of Vechta
		Introduction
		Relevance of Academic Staff Training in German Higher Education
		Development and Assessment of ESD Competences
		Staff Training at the University of Vechta
		Discussion and Conclusion
		References
	16: ESD Competences and Teacher Educators’ Professional Development: Findings and Implications of the Cyprus Example
		Introduction
		Professional Development and ESD in Cyprus
		Methodology
		Findings
			Defining Competences
			Training Received
			Impact on ESD Educators’ Professional Development
			Support Needed
			Familiarity with the RSP Model and Suggestions for Improvement
		Discussion
		Final Remarks
		References
Part III: Pedagogy and Competences
	17: Connections Between Sustainable Development Competences and Pedagogical Approaches
		Introduction
		State of the Art of Developing Sustainable Development Competences
		Discussion and Conclusions
		References
	18: Art and Connectedness within Sustainability: Educating Through Aesthetic Pedagogies
		Introduction
		Slow, Embodied, Aesthetic Pedagogies: The Artistic Turn in Sustainability Education
		Methodological Approach
		Results and Discussion
			How Are the Arts Applied in These Experiences and with Which Motivations?
			What Kinds of Insights Are Reported and How Are They Linked to Competencies?
			How Can Reported Insights Critically Inform Current Frameworks of Sustainability Competencies?
			Challenges and Needs: What Do Educators Need in Order to Engage with Arts-Based Sustainability Education?
		Final Thoughts
		References
	19: Gamification for Sustainability: A Possible Renaissance of Role-Playing Game Mechanics in Pedagogy
		Introduction
		Approaches to Gamification
		Ethical Questions
		Game Design: Experiments with Teachers and Students
		Conclusion
		References
	20: Outdoor and Sustainability Education: How to Link and Implement Them in Teacher Education? An Empirical Perspective
		Introduction
		Transformative Outdoor Education within the Frame of Sustainability: A Conceptual Framework
		Operationalizing Transformative OE: An Outdoor Project-Based Approach
		Analysis of Students’ Point of View and Transfer (or Implementation) Activity
			Foster an Active Encounter with Place
			Link Outdoor Experience and School Knowledge
			Work with Collective Intelligence
			Make an Explicit Link to SE
		Discussion
		Conclusion
		References
	21: Assessing Sustainability Competences: A Discussion on What and How
		References
Part IV: Conclusions
	22: Lessons Learned and Future Research Directions in Educating for Sustainability Competencies
		Introduction
		Conceptual Terminology and Rich Descriptions of Competencies Are Needed
		Curriculum Design and Development Must Support Education Around Sustainability Competencies
		The Context in Which Sustainability Competencies are Defined and Developed Is Important
		Further Research and Experimentation Are Needed to Explore How Sustainability Competencies Can Best Be Developed Through Online Learning
		Concluding Remarks
		References
	23: Closing Thoughts: The Role of Educator Competences for ESD in Turbulent Times
		Learning from COVID?
		The Role of Educator Competences for ESD
		Three Levels of Challenge
		References
Index