A systematic literature review on teachers' competencies in integrating the education for sustainable development concept in teaching

Education for Sustainable Development (ESD) is an educational concept which is formulated to empower the global citizen in creating a sustainable future. Competent and skillfull teachers is one of the critical success factors which enable the integration of ESD concept in formal teaching in school. However, there is limited systematic literature review (SLR) done related to the teachers' ESD competencies. Hence, this systematic literature review is carried out to analyze the ESD competencies that teachers should have to enable them performing ESD teaching accordingly. This SLR is guided by ROSES (RepOrting standards for Systematic Evidence Syntheses) review protocol. All the articles reviewed were selected from two leading databases namely Web of Sciences and Scopus and supported by Google Scholar database. Based on the thematic analysis conducted, the findings of the review have been clustered into three main ESD competencies themes namely; teachers' ESD-professional competencies, teachers' ESD-intrapersonal competencies and teachers' specific sustainability competencies. The findings of this study offered significant contribution to the body of knowledge and practice. The findings help in formulating the strategies to enhance the teachers ESD competencies and open doors for further discourses on how the ESD competencies of the teachers can be reinforced.