Teacher education for sustainable development: catalysing change across the professional landscapes in Europe

Teacher education has been identified as one of the most significant pathways for innovating our educational systems and enabling social transition towards sustainability. This paper presents the findings of an expert-led narrative review commissoned to inform European policy and decision-making fra...

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Detalles Bibliográficos
Autores: Mulà Pons de Vall, Ingrid, Tilbury, Daniella
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2025
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/28336
Acceso en línea:http://hdl.handle.net/10256/28336
https://hdl.handle.net/10256/28336
Access Level:acceso embargado
Palabra clave:Professors -- Formació
Teachers -- Training of
Desenvolupament professional
Career development
Desenvolupament sostenible
Sustainable development
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spelling Teacher education for sustainable development: catalysing change across the professional landscapes in EuropeMulà Pons de Vall, IngridTilbury, DaniellaProfessors -- FormacióTeachers -- Training ofDesenvolupament professionalCareer developmentDesenvolupament sostenibleSustainable developmentTeacher education has been identified as one of the most significant pathways for innovating our educational systems and enabling social transition towards sustainability. This paper presents the findings of an expert-led narrative review commissoned to inform European policy and decision-making frameworks in support of sustainability in teacher education. It adopts a connected view of teacher educaton identifying eight catalytic entry points from which actions are shown to have a ripple change effect across teacher education system. These include embedding Learning for Sustainability (LfS) as a national and regional policy commitment; integrating LfS into teachers’ professional standards; certifying teachers’ LfS competences through micro-credentials; investing in collaborative inquiries and peer learning for new and experienced educators; framing LfS as educational innovation; developing teacher education resources; and, providing opportunities for futures and new technologies education with a focus on sustainability. A selection of case studies illustrates how these entry points can inform policy decisions, while the paper explores research implications, highlighting the need for mechanisms such as self-evaluation, recognition awards, flexible certifications and participatory research to support teachers in integrating LfS into their practices. This study also acknowledges the complexities of translating policy into practice and the variability of outcomes depending on contextThis research was supported by PPMI Ltd. under Grant Number 2022-06-EENEE2, and by the Agència de Gestió d’Ajuts Universitaris i de Recerca (AGAUR) under Grant Number SGR 2021 0076711Taylor anfd Francisinfo2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionpeer-reviewedapplication/pdfhttp://hdl.handle.net/10256/28336https://hdl.handle.net/10256/28336© Environmental Education Research, vol. 31, núm. 7, p. 1481-1508Articles publicats (D-DE)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.1080/13504622.2025.2475143info:eu-repo/semantics/altIdentifier/issn/1350-4622info:eu-repo/semantics/altIdentifier/eissn/1469-5871Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/embargoedAccessoai:recercat.cat:10256/283362026-05-29T05:05:01Z
dc.title.none.fl_str_mv Teacher education for sustainable development: catalysing change across the professional landscapes in Europe
title Teacher education for sustainable development: catalysing change across the professional landscapes in Europe
spellingShingle Teacher education for sustainable development: catalysing change across the professional landscapes in Europe
Mulà Pons de Vall, Ingrid
Professors -- Formació
Teachers -- Training of
Desenvolupament professional
Career development
Desenvolupament sostenible
Sustainable development
title_short Teacher education for sustainable development: catalysing change across the professional landscapes in Europe
title_full Teacher education for sustainable development: catalysing change across the professional landscapes in Europe
title_fullStr Teacher education for sustainable development: catalysing change across the professional landscapes in Europe
title_full_unstemmed Teacher education for sustainable development: catalysing change across the professional landscapes in Europe
title_sort Teacher education for sustainable development: catalysing change across the professional landscapes in Europe
dc.creator.none.fl_str_mv Mulà Pons de Vall, Ingrid
Tilbury, Daniella
author Mulà Pons de Vall, Ingrid
author_facet Mulà Pons de Vall, Ingrid
Tilbury, Daniella
author_role author
author2 Tilbury, Daniella
author2_role author
dc.subject.none.fl_str_mv Professors -- Formació
Teachers -- Training of
Desenvolupament professional
Career development
Desenvolupament sostenible
Sustainable development
topic Professors -- Formació
Teachers -- Training of
Desenvolupament professional
Career development
Desenvolupament sostenible
Sustainable development
description Teacher education has been identified as one of the most significant pathways for innovating our educational systems and enabling social transition towards sustainability. This paper presents the findings of an expert-led narrative review commissoned to inform European policy and decision-making frameworks in support of sustainability in teacher education. It adopts a connected view of teacher educaton identifying eight catalytic entry points from which actions are shown to have a ripple change effect across teacher education system. These include embedding Learning for Sustainability (LfS) as a national and regional policy commitment; integrating LfS into teachers’ professional standards; certifying teachers’ LfS competences through micro-credentials; investing in collaborative inquiries and peer learning for new and experienced educators; framing LfS as educational innovation; developing teacher education resources; and, providing opportunities for futures and new technologies education with a focus on sustainability. A selection of case studies illustrates how these entry points can inform policy decisions, while the paper explores research implications, highlighting the need for mechanisms such as self-evaluation, recognition awards, flexible certifications and participatory research to support teachers in integrating LfS into their practices. This study also acknowledges the complexities of translating policy into practice and the variability of outcomes depending on context
publishDate 2025
dc.date.none.fl_str_mv 2025
info
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
peer-reviewed
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status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/28336
https://hdl.handle.net/10256/28336
url http://hdl.handle.net/10256/28336
https://hdl.handle.net/10256/28336
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1080/13504622.2025.2475143
info:eu-repo/semantics/altIdentifier/issn/1350-4622
info:eu-repo/semantics/altIdentifier/eissn/1469-5871
dc.rights.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/embargoedAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv embargoedAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor anfd Francis
publisher.none.fl_str_mv Taylor anfd Francis
dc.source.none.fl_str_mv © Environmental Education Research, vol. 31, núm. 7, p. 1481-1508
Articles publicats (D-DE)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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