Competences in Education for Sustainable Development: Critical Perspectives

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.