The escalating global crises of climate change and social inequality require a paradigm shift in education toward holistic Sustainability Competencies. While the UNESCO "Head-Heart-Hands" model is well-established in Higher Education, much research papers in various levels of school education which is a critical period for value formation remains scarce. This paper critically reviews pedagogical approaches, including Problem-Based Learning and Transformative Pedagogy, to evaluate their efficacy in bridging the "knowledge-action gap." Analysis reveals that while traditional transmissive methods dominate due to institutional rigidities, they fail to develop essential normative and strategic competencies. The study concludes by proposing an Integrated Pedagogical Framework tailored for middle school education. This framework synthesizes cognitive inquiry (Head), socio-emotional engagement (Heart), and behavioural action (Hands) to effectively nurture sustainable lifestyles in young learners.
Swetha et al. (Thu,) studied this question.