Pre-Service Teacher Action Competence in Education for Sustainable Development: A Scoping Review

To successfully implement Education for Sustainable Development (ESD) in schools, teachers require specific competences that enable them to integrate sustainability principles into their teaching. The development of these competences begins in the teachers’ training programs, yet existing research on ESD competences of pre-service teachers remains fragmented, employing various conceptualizations and methodological approaches. This literature study systematically analyzes the research landscape on ESD competences by reviewing empirical studies published between 2007 and May 2024. The study identifies trends, focal areas, and research gaps. The results indicate that most studies focus on knowledge and motivational aspects, whereas action competence is underrepresented. Furthermore, the field is characterized by a prevalence of cross-sectional studies and self-assessment methods, limiting insights into long-term competence development. These findings highlight the need for more interdisciplinary, longitudinal, and comparative research to establish a more comprehensive understanding of how ESD competences develop and how they can be effectively fostered in teacher education. This review contributes to the literature by providing a structured synthesis of existing studies and by outlining future research directions.