Systematic Review Peer-Reviewed
Integrating Sustainability Competences in European Education Systems: Longitudinal Policy Analysis and Implementation Challenges
Hugo González-González * ,
Gemma Fernández-Caminero ,
Carmen-María Hernández-Lloret ,
Luis Espino-Díaz and
José-Luis Álvarez-Castillo
Department of Education, University of Córdoba, 14071 Cordoba, Spain
*
For correspondence.
Academic Editor:
Received: 24 September 2025 Accepted: 15 January 2026 Published: 3 February 2026
Abstract
This longitudinal study examines the integration of sustainability competences in European education systems from 2022 to 2024, with a particular focus on Spain as a case study. Drawing on data from the European Education and Training Monitor reports (2022–2024) and the recently published “Learning for Sustainability in Europe” report (2024), this research analyzes policy developments, curriculum integration, teacher training initiatives, and implementation challenges related to Education for Sustainable Development (ESD). The findings reveal significant progress in embedding sustainability competences across European curricula, yet substantial challenges remain in teacher preparation and practical implementation. Spain demonstrates notable advancements through recent legislative reforms and resource development, though disparities in regional implementation and teacher readiness persist. Statistical analysis of longitudinal data shows that while 82.8% of European Union (EU) education systems have incorporated sustainability competences into their curricula by 2024 (up from 75% in 2022), only 66.7% of systems have integrated ESD into initial teacher training (showing improvement from 59.3% in 2022). This research contributes to the understanding of ESD integration in European educational contexts and provides evidence-based insights for policy development.
Figure in this Article
Keywords
Education for Sustainable Development; sustainability competences; curriculum integration; teacher training; European education policy; longitudinal analysis; GreenComp framework
Copyright © 2026
González-González et al. This article is distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use and distribution provided that the original work is properly cited.
Funding
This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.
Cite this Article
González-González, H., Fernández-Caminero, G., Hernández-Lloret, C.-M., Espino-Díaz, L., & Álvarez-Castillo, J.-L. (2026). Integrating Sustainability Competences in European Education Systems: Longitudinal Policy Analysis and Implementation Challenges. Highlights of Sustainability, 5(1), 104–115. https://doi.org/10.54175/hsustain5010008
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