What Defines Success in Developing Sustainability Competences? A Systematic Review

The dynamic landscape of higher education has increasingly emphasised the development of sustainability competences among students in response to address global sustainability challenges, resulting in significant institutional momentum in the sustainability field in recent years. This study aims to conduct a systematic review with the objective of examining competence-based programs at the higher education level for the development of key sustainability competences, as well as the pedagogical approaches employed by higher education institutions. In alignment with our research aim, a systematic search based on PRISMA guidelines, was conducted using scientific databases of Scopus, targeting empirical articles, and employing sustainability competences, higher education institution, and pedagogical approaches as primary keywords. Following the inclusion and exclusion criteria, the search yield empirical studies focusing on the development of sustainability competences in higher education institutions. The results provide two dimensions of sustainability competences development: a shift in teaching and learning from single, isolated disciplines to collaborative efforts within higher education institutions, and innovative pedagogical approaches rooted in the learning by doing.