Purpose This study develops and validates a novel iterative competency development framework to address limitations in current education for sustainable development (ESD) models within professional learning contexts. It responds to the growing demand for sustainability competencies among mid-career professionals and the inadequacy of static, one-off ESD interventions. Design/methodology/approach Anchored in Kolb’s experiential learning theory, this research adopts the structured–pragmatic–situational methodology to explore iterative learning processes in the post-baccalaureate program for carbon-zero sustainable development in Taiwan. Two rounds of focus group interviews (n = 14, n = 8) were conducted, followed by cross-case thematic synthesis. Findings Findings demonstrate that sustainability competencies emerge through recursive cycles of experience, reflection, conceptual integration, and application. Key constructs – such as professional identity reconfiguration, sectoral reflexivity and the novel sequencing insight (the prioritization of theory before practice) – underscore the transformative potential of the iterative model. Participants developed strategic, systemic and anticipatory competencies through sustained engagement with real-world challenges. Originality/value This study contributes a theoretically grounded and empirically tested framework for embedding sustainability competencies into professional education. The model bridges experiential learning with systems-based sustainability competencies and provides actionable guidance for higher education institutions aiming to deliver lifelong, adaptive, and transformative sustainability learning.
Yu et al. (Fri,) studied this question.