Action-Oriented Environmental and Sustainability Education: A Framework of Pedagogical Principles

Action-oriented Environmental and Sustainability Education emphasizes the development of action competence, empowering learners to address real-world sustainability issues and participate meaningfully in societal transformation. Despite the availability of several pedagogical frameworks, a comprehensive conceptualization of the pedagogical foundations of ESE with an explicit orientation on action, remains fragmented. This study addresses this gap by identifying and synthesizing key pedagogical principles that support the development of action competence. Drawing on a scoping literature review, complemented by an expert validation process, we propose five core pedagogical principles: (1) learning through action, (2) real-world integration, (3) democratic participation, (4) critical reflection, and (5) emotional engagement. The proposed framework provides a conceptual foundation for professional learning, reflective practice, policy development in schools and universities, and the design of assessment approaches within ESE. By clarifying these pedagogical underpinnings, the study advances a coherent and empirically grounded framework to support impactful ESE practices across diverse contexts.