Scoping and bibliometric review reveals an environmental bias and scarce economic training in vocational sustainability curricula, highlighting gaps in preparing students for green careers.
This paper examines how sustainability competencies are conceptualized within vocational education and training (VET) and their implications for career development. It combines a bibliometric review of 604 publications (1990–2026) with a scoping review of 118 studies. The findings reveal a consistent imbalance: sustainability is predominantly framed through environmental competencies, while financial and economic dimensions remain weakly integrated. This limits the development of broader competency profiles relevant to emerging occupational pathways. The paper identifies this persistent gap and discusses implications for vocational guidance in supporting sustainable career transitions.
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Pastor-Muñoz et al. (2026) studied this question.
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