Dr. Paul Vare leads research development at the School of Education & Humanities, University of Gloucestershire, UK. Dr. Nadia Lausselet is a teacher educator in the teacher training faculty HEP Vaud in Lausanne, Switzerland. Dr. Marco Rieckmann is a Professor of Higher Education Development in the Faculty of Education & Social Sciences at University of Vechta, Germany.

• Part One. Conceptualising competences.- Chapter1. Introduction.- Chapter2. The Competence Turn: Historical perspective.- Chapter3. Educators’ competence frameworks in education for sustainable development.- Chapter4. What do key competencies in sustainability offer and how to use them.- Chapter5. The Rounder Sense of Purpose (RSP) model set into perspective and the extent to which this represents a pedagogy for transformation.- Chapter6. On the educational difference between being able and willing.- Chapter7. Complexity and criticality in relation to ESD competences.- Chapter8. Post-Normal Science, transdisciplinarity and uncertainty in relation to educators’ competences: a conversation with Silvio Funtowicz.- Chapter9. ESD competences for deep quality in education.- Part Two. Integrating competences.- Chapter10. The highs and lows of working education for sustainable competences into HEI framework.- Chapter11. Breaking the mould: educators as agents of change.- Chapter12. Framing the frames: integrating an ESD approach into an existing national framework.- Chapter13. The rise of competence-based learning in The Netherlands and its impact on the implementation of ESD at Marnix Academie.- Chapter14. Working on ESD teacher competences in Switzerland: a case study at the University of Teacher Education Vaud.- Chapter15. Development and assessment of ESD competences: staff training at the University of Vechta.- Chapter16. ESD competences and teacher educators’ professional development: Findings and implications of the Cyprus example.- Part Three. Pedagogy and competences.- Chapter17. Connections between sustainable development competences and pedagogical approaches.- Chapter18. Art and connectedness within sustainability: educating through aesthetic pedagogies.- Chapter19. Gamification for sustainability: a possible renaissance of role-playing game mechanics in pedagogy.- Chapter20. Outdoor and sustainability education: how to link and implement them in teacher education. An empirical perspective.- Chapter21. Assessing sustainability competences – a discussion on what and how.- Part Four. Conclusions.- Chapter22. Lessons learned and future research directions in educating for sustainability competencies.- Chapter23. Closing thoughts – the role of educator competences for ESD in times of pandemic.

“This book provides a comprehensive analytical insight into how innovative, core sustainability competency-based approaches could help us meet the UN Sustainable Development Goals. … Its primary focus is on practicing and professional educators who could use competencies to transform the way they teach to facilitate the creation of cadres of sustainability change agents who can contribute to the implementation of the UN Sustainable Development Goals ( SDGs).” (Stephen Martin, naee.org.uk, March 28,2022)

Dr. Paul Vare leads research development at the School of Education & Humanities, University of Gloucestershire, UK. Dr. Nadia Lausselet is a teacher educator in the teacher training faculty HEP Vaud in Lausanne, Switzerland. Dr. Marco Rieckmann is a Professor of Higher Education Development in the Faculty of Education & Social Sciences at University of Vechta, Germany.

• Part One. Conceptualising competences.- Chapter1. Introduction.- Chapter2. The Competence Turn: Historical perspective.- Chapter3. Educators’ competence frameworks in education for sustainable development.- Chapter4. What do key competencies in sustainability offer and how to use them.- Chapter5. The Rounder Sense of Purpose (RSP) model set into perspective and the extent to which this represents a pedagogy for transformation.- Chapter6. On the educational difference between being able and willing.- Chapter7. Complexity and criticality in relation to ESD competences.- Chapter8. Post-Normal Science, transdisciplinarity and uncertainty in relation to educators’ competences: a conversation with Silvio Funtowicz.- Chapter9. ESD competences for deep quality in education.- Part Two. Integrating competences.- Chapter10. The highs and lows of working education for sustainable competences into HEI framework.- Chapter11. Breaking the mould: educators as agents of change.- Chapter12. Framing the frames: integrating an ESD approach into an existing national framework.- Chapter13. The rise of competence-based learning in The Netherlands and its impact on the implementation of ESD at Marnix Academie.- Chapter14. Working on ESD teacher competences in Switzerland: a case study at the University of Teacher Education Vaud.- Chapter15. Development and assessment of ESD competences: staff training at the University of Vechta.- Chapter16. ESD competences and teacher educators’ professional development: Findings and implications of the Cyprus example.- Part Three. Pedagogy and competences.- Chapter17. Connections between sustainable development competences and pedagogical approaches.- Chapter18. Art and connectedness within sustainability: educating through aesthetic pedagogies.- Chapter19. Gamification for sustainability: a possible renaissance of role-playing game mechanics in pedagogy.- Chapter20. Outdoor and sustainability education: how to link and implement them in teacher education. An empirical perspective.- Chapter21. Assessing sustainability competences – a discussion on what and how.- Part Four. Conclusions.- Chapter22. Lessons learned and future research directions in educating for sustainability competencies.- Chapter23. Closing thoughts – the role of educator competences for ESD in times of pandemic.

“This book provides a comprehensive analytical insight into how innovative, core sustainability competency-based approaches could help us meet the UN Sustainable Development Goals. … Its primary focus is on practicing and professional educators who could use competencies to transform the way they teach to facilitate the creation of cadres of sustainability change agents who can contribute to the implementation of the UN Sustainable Development Goals ( SDGs).” (Stephen Martin, naee.org.uk, March 28,2022)

Dr. Paul Vare leads research development at the School of Education & Humanities, University of Gloucestershire, UK. Dr. Nadia Lausselet is a teacher educator in the teacher training faculty HEP Vaud in Lausanne, Switzerland. Dr. Marco Rieckmann is a Professor of Higher Education Development in the Faculty of Education & Social Sciences at University of Vechta, Germany.

• Part One. Conceptualising competences.- Chapter1. Introduction.- Chapter2. The Competence Turn: Historical perspective.- Chapter3. Educators’ competence frameworks in education for sustainable development.- Chapter4. What do key competencies in sustainability offer and how to use them.- Chapter5. The Rounder Sense of Purpose (RSP) model set into perspective and the extent to which this represents a pedagogy for transformation.- Chapter6. On the educational difference between being able and willing.- Chapter7. Complexity and criticality in relation to ESD competences.- Chapter8. Post-Normal Science, transdisciplinarity and uncertainty in relation to educators’ competences: a conversation with Silvio Funtowicz.- Chapter9. ESD competences for deep quality in education.- Part Two. Integrating competences.- Chapter10. The highs and lows of working education for sustainable competences into HEI framework.- Chapter11. Breaking the mould: educators as agents of change.- Chapter12. Framing the frames: integrating an ESD approach into an existing national framework.- Chapter13. The rise of competence-based learning in The Netherlands and its impact on the implementation of ESD at Marnix Academie.- Chapter14. Working on ESD teacher competences in Switzerland: a case study at the University of Teacher Education Vaud.- Chapter15. Development and assessment of ESD competences: staff training at the University of Vechta.- Chapter16. ESD competences and teacher educators’ professional development: Findings and implications of the Cyprus example.- Part Three. Pedagogy and competences.- Chapter17. Connections between sustainable development competences and pedagogical approaches.- Chapter18. Art and connectedness within sustainability: educating through aesthetic pedagogies.- Chapter19. Gamification for sustainability: a possible renaissance of role-playing game mechanics in pedagogy.- Chapter20. Outdoor and sustainability education: how to link and implement them in teacher education. An empirical perspective.- Chapter21. Assessing sustainability competences – a discussion on what and how.- Part Four. Conclusions.- Chapter22. Lessons learned and future research directions in educating for sustainability competencies.- Chapter23. Closing thoughts – the role of educator competences for ESD in times of pandemic.

“This book provides a comprehensive analytical insight into how innovative, core sustainability competency-based approaches could help us meet the UN Sustainable Development Goals. … Its primary focus is on practicing and professional educators who could use competencies to transform the way they teach to facilitate the creation of cadres of sustainability change agents who can contribute to the implementation of the UN Sustainable Development Goals ( SDGs).” (Stephen Martin, naee.org.uk, March 28,2022)