References
- Albareda-Tiana, S., Vidal-Raméntol, S., Pujol-Valls, M., & Fernández-Morilla, M. (2018).Holistic approaches to develop sustainability and research competencies in primary school student teacher training. Sustainability, 10(10), 3698. https://doi.org/10.3390/su10103698
- Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813
- Bianchi, G. (2020). Sustainability competences. A systematic literature review. Publications Office. https://data.europa.eu/doi/10.2760/200956
- Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette-Remington, S., Dripps, W., Habron, G., Harré, N., Jarchow, M., Losch, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P., & Zint, M. (2021). Key competencies in sustainability in higher education – toward an agreed-upon reference framework. Sustainability Science, 16, 13–29. https://doi.org/10.1007/s11625-020-00838-2
- Bürgener, L., & Barth, M. (2018). Sustainability competencies in teacher education: Making teacher education count in everyday school practice. Journal of Cleaner Production, 174, 821–826. https://doi.org/10.1016/j.jclepro.2017.10.263
- Cebrián, G., Pascual, D., & Moraleda, Á. (2019). Perception of sustainability competencies amongst Spanish pre-service secondary school teachers. International Journal of Sustainability in Higher Education, 20(7), 1171–1190. https://doi.org/10.1108/IJSHE-10-2018-0168
- Cohen, J. (2006). Social, emotional, ethical and academic education: Creating a climate for learning, participation in democracy and well-being. Harvard Educational Review, 76(2, Summer), 201–237.
- Corcoran, P. B., & Wals, A. E. J. (2004). The problematics of sustainability in higher education: An introduction. In P. B. Corcoran & A. E. J. Wals (Eds.), Higher education and the challenge of sustainability (pp. 3–6). Springer. https://doi.org/10.1007/0-306-48515-X_1
- Emas, R. (2015). The concept of sustainable development: Definition and defining principles. https://doi.org/10.13140/RG.2.2.34980.22404
- European Commission. (2022). Special Eurobarometer 527: Fairness perceptions of the green transition – Summary (Publication No. KE-07-22-962-EN-N). European Union. https://doi.org/10.2767/650851
- Evans, S. (2020). What ought to be done to promote education for sustainability in teacher education? Journal of Philosophy Education, 54, 817–824. https://doi.org/10.1111/1467-9752.12482
- Evans, S., & Ferreira, J. (2019). What does the research evidence base tell us about the use and impact of sustainability pedagogies in initial teacher education? Environmental Education Research, 26, 1–16. 10.1080/13504622.2019.1703908
- Fairbrother, M. (2017). Environmental attitudes and the politics of distrust. Sociology Compass, 11, e12482. https://doi.org/10.1111/soc4.12482
- Finnish National Board on Research Integrity TENK. (2024). https://tenk.fi/en
- Finnish Universities Rectors’ Council UNIFI ry. (2020). Thesis on sustainable development and responsibility.
- Imara, K., & Altinay, F. (2021). Integrating education for sustainable development competencies in teacher education. Sustainability, 13(22). https://doi.org/10.3390/su132212555
- Johnsen, C. (2021). Sustainability beyond instrumentality: Towards an immanent ethics of organizational environmentalism. Journal of Business Ethics, 172, 1–14. https://doi.org/10.1007/s10551-019-04411-5
- Karvonen, R., Ratinen, I., & Kemi, U. (2023). Promoting sustainability competency and self-efficacy in class teacher education. Frontiers in Sustainability, 4, 1205680. https://doi.org/10.3389/frsus.2023.1205680
- Krippendorff, K. (2019). Content analysis: An introduction to its methodology (4th ed.). SAGE Publications, Inc.
- Linnér, B., & Wibeck, V. (2019). Sustainability transformations: Agents and drivers across societies. Cambridge University Press. https://doi.org/10.1017/9781108766975
- Lozano, R., Barreiro-Gen, M., Lozano, F. J., & Sammalisto, K. (2019). Teaching sustainability in European higher education institutions: Assessing the connections between competences and pedagogical approaches. Sustainability, 11(6), 1602. https://doi.org/10.3390/su11061602
- Mulà, I., & Tilbury, D. (2023). Teacher education for the green transition and sustainable development: Analytical report. European Expert Network on Economic of Education (EENEE). https://data.europa.eu/doi/10.2766/144189
- National Research Council. (1999). Our common journey: A transition toward sustainability. The National Academic Press. https://doi.org/10.17226/9690
- Nijhawan, S. (2017). Bridging the gap between theory and practice with design-based action research. Studia paedagogica: Teacher Education and Educational Research, 22(4), 10–29. https://doi.org/10.5817/SP2017-4-2
- O’Byrne, D., Dripps, W., & Nicholas, K. A. (2015). Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education. Sustainability Science, 10, 43–59. https://doi.org/10.1007/s11625-014-0251-y
- O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406919899220
- Petrie, P. (2011). Communication skills for working with children and young people: Introducing social pedagogy. Jessica Kingsley Publishers.
- Ratinen, I., & Linnanen, L. (2022). Exploring systems thinking competence of Finns in fostering sustainable transformation. World, 3(2), 287–298. https://doi.org/10.3390/world3020015
- Redman, A., & Wiek, A. (2021). Competencies for advancing transformations towards sustainability. Frontiers in Education, 6, 785163. https://doi.org/10.3389/feduc.2021.785163
- Reynolds, M., Blackmore, C., Ison, R., Shah, R., & Wedlock, E. (2017). The role of systems thinking in the practice of implementing sustainable development goals. In Leal Filho, W. (Ed.), Handbook of sustainability science and research, (pp. 677–698). World Sustainability Series. Springer. https://doi.org/10.1007/978-3-319-63007-6_42
- Scharenberg, K., Waltner, E., Mischo, C., & Rieß, W. (2021). Development of students’ sustainability competencies: Do teachers make a difference? Sustainability, 13(22), 12594. https://doi.org/10.3390/su132212594
- Schreier, M. (2012). Qualitative content analysis in practice. Jacobs University. The Finnish National Board of Education. (2014). National Core Curriculum for Basic Education. Finland.
- Voci, D., & Karmasin, M. (2024). Sustainability communication: How to communicate an inconvenient truth in the era of scientific mistrust. Journal of Communication Management, 28(1), 15–40. https://doi.org/10.1108/JCOM-05-2022-0060
- Watz, M. (2020). Using group model building to foster learning for strategic sustainable development. Sustainability, 12(20), 8350. https://doi.org/10.3390/su12208350
- Weiss, M., & Barth, M. (2019). Global research landscape of sustainability curricula implementation in higher education. International Journal of Sustainability in Higher Education, 20(4), 570–589 ؘ . https://doi.org/10.1108/IJSHE-10-2018-0190
- Wiek, A., Bernstein, M. J., Foley, R. W., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2016). Operationalising competencies in higher education for sustainable development. In M. Barth, G. Michelsen, M. Rieckmann, & I. Thomas (Eds.), Handbook of higher education for sustainable development (pp. 241–260). Routledge. https://doi.org/10.4324/9781315852249
- Wiek, A., Keeler, L., & Redman, C. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6, 203–218. https://doi.org/10.1007/s11625-011-0132-6