Abstract
Global competence (GC) is a key prerequisite for achieving sustainability in contemporary societies, as it enables learners not only to understand global processes, cultural diversity, and values, but also to act responsibly at the local level. A central role within GC is played by its fourth dimension – action – which can be conceptualized as action competence (AC). AC enables the practical enactment of knowledge, values, and attitudes in support of sustainable development. In teacher education, AC is particularly crucial, as teachers shape learners’ motivation, sense of responsibility, and ability to transform global challenges into meaningful local action. The paper presents an in-depth comparative analysis of teacher education programs at three universities – Vilnius University Šiauliai Academy (Lithuania), Daugavpils University (Latvia), and Jan Kochanowski University of Kielce (Poland). The study explores how each national system conceptualizes the action dimension of global competence as action competence, and how it is embedded within multicultural education, reflective practice, and education for sustainability. The analysis aims to identify similarities, divergences, and underlying pedagogical philosophies shaping teacher preparation in three Baltic Sea region countries. The findings indicate that all three programs acknowledge action as an essential component of global competence, yet they operationalize it in distinct ways. In Latvia, action is institutionalized through structured processes of planning, management, and evaluation. In Lithuania, action is framed as an iterative cycle of implementation, reflection, and improvement, closely linked to the formation of professional identity. In Poland, action is primarily understood as socially and ethically grounded civic engagement, emphasizing diagnosis, prevention, and responsibility for collective well-being. The study concludes that strengthening action competence in teacher education is necessary to bridge the gap between theoretical understanding and sustainable, value-based action in educational practice.