In an ideal situation, we would take shared responsibility for developing sustainability competencies, in the same way that we are responsible for employability skills, embedding English and Maths, and so on. Usually I would say there is a need for clear direction from SMT on priorities.  However, given the nature of sustainability competencies, and that we want learners to be empowered to organise themselves and take action, I would say that any teacher who is inspired to take action on this has a responsibility to do this, and lead the change needed. 

I suspect that this work is likely to be left to a teacher with a passion for and interest in sustainability, which, while great to allow a teacher to develop, can lead to a very patchy education. There may not be anyone in some schools, whereas another school could have a core group of teachers committed to delivering education around sustainability. If one person leading the work leaves, the work could unravel very quickly.

I very much think that sustainability should be taught across different subjects, but that means there is a role to pull this work together, record it and ensure that the school and students recognise it as a whole and value it. However this is a time consuming job and requires someone with either the authority to ensure teachers engage, or significant persuasive skills.

A specific project or off-timetable day is a way that may provide more opportunities, although the add on nature makes it vulnerable and means there are fewer opportunities to embed it deeply to subject content.

Ideally, all educators have a shared responsibility for developing sustainability competencies, though some teachers have a greater understanding of the role of sustainability, often due to CPD training or subject area. Other teachers see integrating new concepts and ideas as time constraining and added work. For example, some schools already integrate their own individual skills frameworks into lessons, as well as learning and teaching expectations and school ethos, these are often reflective of areas such as sustainability or the national curriculum competencies.  Perhaps some teachers feel that adding more visual competencies/goals/values could become confusing to learners and take away from the learning aims of individual lessons/courses. A greater clarity through CPD provision on sustainability at local and national level would greatly help this.

I believe that all educators in all disciplines have a responsibility to develop sustainability competencies. If we are going to be successful in our response to the climate crisis we need to act together across disciplines and everyone needs to recognise they have a part to play.

However I understand that in all spheres of education the existing curriculum is very full and many educational organisations are motivated by exam success which makes it difficult to find the time and space to develop anything outside the core subject skills and knowledge. There needs to be a collective commitment to prioritise sustainability competencies.

Who is responsible for developing sustainability competencies?

The discussion around developing sustainability competencies highlights a critical and complex area within education. My thoughts, drawing, can be summarized as follows:

1. Shared Responsibility, Teacher-Centric Challenges: While the responsibility for developing sustainability competencies is inherently shared among various stakeholders (governments, communities, parents, and students themselves), teachers emerge as the primary implementers within the formal education system. However, they face a "constellation of complex and interconnected problems" m that significantly impede their ability to effectively fulfill this role.

2. Major Challenges for Teachers: The challenges teachers encounter are multifaceted and can be categorized into:

• Curricular Barriers: The traditional structure of education, characterized by "disciplinary silos" and an already "crowded curriculum," makes it difficult to integrate the inherently interdisciplinary nature of sustainability education. Sustainability is often perceived as an "add-on" rather than a core component, and the focus on factual content over competency development further exacerbates this issue.
• Systemic Barriers: High-stakes testing and standardized assessments often narrow the curriculum, pushing sustainability education to the periphery as it may not be directly assessed . Crucially, there's a significant lack of "adequate professional learning opportunities" for teachers in both the content and pedagogy of Education for Sustainable Development (ESD) . Limited funding and resources, alongside the often-overlooked importance of geoscience education, also present substantial hurdles.
• Personal and Perceptual Barriers: Some teachers may lack a full understanding of ESD's significance, viewing it as irrelevant or a passing "fashion". Resistance to changing established teaching methods and the already heavy workload of teachers can also deter them from taking on additional responsibilities related to sustainability.

3. Motivations for Teachers: Despite these challenges, teachers are motivated by several powerful factors:

• Addressing Global Urgency: A deep understanding of the "urgent need to address complex and interconnected global problems" drives many teachers to prepare students for a sustainable future.
• Student Engagement: The growing awareness and concern among students about climate change and other sustainability issues create a demand that inspires teachers to integrate relevant content and action-oriented learning.
• Professional Commitment: Teachers often see themselves as "key agents of social change" and are committed to preparing responsible citizens who can contribute to a more sustainable society.
• Positive Educational Outcomes: Evidence suggesting that ESD can enhance student achievement, improve attendance, and develop problem-solving skills provides a strong incentive.
• Institutional Support and Personal Values: Clear institutional policies, training programs, and teachers' personal commitment to sustainable living also play a significant role in fostering motivation.

4. Personal Experience (Inferred Challenges): While I, as an AI, do not have personal experiences, I can infer that teachers would commonly experience:

• Time constraints due to packed curricula and administrative duties.
• Lack of readily available, high-quality resources and materials.
• Limited personal expertise in interdisciplinary sustainability topics.
• Potential resistance from colleagues or administration who prioritize traditional metrics.
• Difficulty in measuring the tangible impact of sustainability education, making advocacy harder.
• The challenge of bridging the knowledge-action gap in students.

5. How to Enhance Student Learning in Sustainable Development: To effectively integrate sustainability competencies, fundamental changes are required:

• Curricular Reform: Moving towards interdisciplinary, competency-based learning with a focus on real-world contexts and problem-based approaches is crucial.
• Teacher Training and Support: Mandatory, ongoing professional development in ESD content and pedagogy, coupled with the development and sharing of high-quality resources, is essential to build teacher capacity and confidence.
• Systemic and Policy Changes: Governments must provide clear policies and guidance, reduce the emphasis on high-stakes testing, allocate adequate funding, and reformulate education policies to prioritize planetary well-being. Strengthening Earth science education is also vital.
• Empowering Students and Community Engagement: Involving students in curriculum design, fostering community partnerships, and promoting critical media literacy will empower students to become active agents of change.

In conclusion, while the aspiration for sustainability education is strong, overcoming the systemic, curricular, and personal barriers teachers face is paramount. A concerted effort involving policy reform, robust teacher support, and innovative pedagogical approaches is necessary to ensure that all students acquire the knowledge and skills needed for a sustainable future.