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Review

Advancing Social Sustainability Through the Development of Action Competence: A Scoping Literature Review

by
Pia Andersson
1,*,
Lilly Augustine
2 and
Renira Rampazzo Gambarato
3
1
ENCELL, School of Education and Communication, Jönköping University, 553 18 Jönköping, Sweden
2
CHILD, School of Education and Communication, Jönköping University, 553 18 Jönköping, Sweden
3
MKV, School of Education and Communication, Jönköping University, 553 18 Jönköping, Sweden
*
Author to whom correspondence should be addressed.
Sustainability 2025, 17(8), 3661; https://doi.org/10.3390/su17083661
Submission received: 6 March 2025 / Revised: 10 April 2025 / Accepted: 16 April 2025 / Published: 18 April 2025
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Versions Notes

Abstract

:
Action competence emerged in the 1980s in Denmark as a response to a demand for transformative and educational approaches fostering informed actions for real-world challenges, often with a focus on environmental sustainability. As action competence initially emerged in response to environmental concerns, its applicability to the social dimension of sustainability education requires deeper examination and understanding. This review synthesizes and analyzes studies on action competence in social sustainability, focusing on its conceptualization, integration, and practical applications. Its aim is to deepen our understanding of how action competence, as a critical tool, can foster more equitable, resilient, and sustainable social futures. A systematic online database search was conducted with ERIC, EBSCO, Scopus, Web of Science, as well as national databases in the Nordic countries. The inclusion criteria required the term “action competence” to appear in the title, abstract, or keywords, along with a focus on social sustainability. Studies that solely addressed environmental aspects were excluded. A total of 288 records were identified, of these 169 were unique, and 28 were included in the sample. The results highlight the critical role of action competence in equipping individuals and communities with the tools to foster sustainable and equitable societies.

1. Introduction

The concept of action competence was first introduced by Danish scholars, including Bjarne Bruun Jensen and Karsten Schnack, in the late 1980s in the field of environmental education—an area that remains the most extensively explored context for its application [1,2,3,4]. It emerged in response to a growing demand for more transformative and participatory educational approaches that extend beyond the mere transfer of knowledge. Initially, action competence was defined as the capacity to engage in deliberate, reflective, and informed actions aimed at addressing real-world challenges, particularly those related to environmental sustainability [3]. Since its inception, the concept has undergone significant development, broadening in scope and application across a range of educational contexts including health education [5], citizenship education [6], and social sustainability [7]. It has also been integrated into the framework of educommunication, a transdisciplinary field that merges education and communication. Educommunication serves as both a tool for societal transformation and a set of pedagogical practices aimed at fostering critical engagement [8]. This evolving field embraces the notion of action competence as a core element in facilitating participatory and transformative learning [9].
In educational research, action competence has become pivotal. It serves as a democratic ideal akin to the notion of Bildung, which refers to the holistic development of individuals and encompasses not only intellectual growth but also moral, cultural, and personal formation. It goes beyond the acquisition of knowledge and skills to emphasize the cultivation of critical thinking, self-reflection, and the capacity for autonomous judgment [10,11]. The conceptualization of action competence reflects two distinct perspectives: on the one hand, it is viewed as a latent competence that aligns with and supports broader educational goals; on the other hand, it is approached as a targeted educational strategy designed to promote certain skills and capacities [12]. Despite these differing viewpoints, action competence remains an important area of scholarly inquiry, particularly in the field of sustainability education where there is a strong emphasis on understanding how action competencies can be successfully developed and promoted.
Action competence emphasizes the need to engage with the complex, interrelated dimensions of sustainability—environmental, social, and economic—and advocates interdisciplinary, transdisciplinary, and cross-curricular approaches. As highlighted by Kurt et al. [13] and Sass et al. [12], it is conceived as an encompassing concept that encourages students to address the complexities of socio-environmental issues by integrating diverse perspectives and knowledge systems. This can promote a deeper understanding and an action-oriented approach to sustainability. Furthermore, developing action competence can cultivate aspirations for more equitable futures. From this perspective, action competence is not merely an educational objective, but a catalyst for societal transformation toward sustainability [14]. The cultivation of action competence encompasses not only knowledge and skills, but also emotional and attitudinal dimensions. These include hope, motivation, and the capacity to envision more just and democratic futures [15]. By emphasizing hope and motivation, the approach aims to inspire students with optimism and a sense of participatory engagement in effecting meaningful change.
Recent literature reviews on action competence [14,16,17] continue to emphasize its roots in environmental education, reflecting the field’s ongoing importance in shaping action competence frameworks. Husamah et al. [16] conducted a systematic literature review (2012–2022) examining how action competence is addressed in environmental education for prospective science teachers. Their review underscores the importance of a methodical and consistent approach to integrating the environmental dimension in education and provides recommendations for science educators. These include considering gender factors, actively engaging students and parents in ongoing discussions, selecting appropriate educational materials, and emphasizing the practical application of case studies. Similarly, Chen and Liu [14] conducted a comprehensive review that focused on developing students’ action competence for sustainable futures, analyzing two decades (1997–2017) of peer-reviewed research on action competence in education for sustainable development (ESD). Their findings highlight the concept’s prominence in science education and an increasing focus on sustainability topics. Notably, they observed a broadening of the target audience beyond children and adolescents to include in-service teachers and community stakeholders, with growing interest in early childhood education. The review also identified a long-standing emphasis on both formal and informal learning contexts, with a recent rise in non-formal educational settings. Lohmann et al. [17] recently contributed another literature review examining teachers’ professional competence in relation to ESD. The authors proposed a model for teacher competence specific to sustainability education advocating for teacher education programs that foster a comprehensive set of competencies. These include content knowledge, pedagogical content knowledge, institutional context knowledge, motivational orientation, and Key Sustainability Competencies. The review also addressed practical challenges faced by educators in implementing ESD, such as time constraints, resource limitations, and insufficient institutional support. Additionally, it emphasized the need for a clearer understanding and integration of ESD principles within educational frameworks.
These reviews, while thorough, underemphasize the broader applicability of action competence to another critical aspect of sustainability education—the social dimension. This oversight prevents a comprehensive understanding of how action competence can be leveraged to address social sustainability challenges, such as equity, social justice, human rights, community well-being, and participation in decision-making processes, all of which are integral to sustainable development. Because social sustainability is often criticized for its “lack of a coherent, clear, and utilizable definition” [18] (p. 2), the present review adopts the widely applied approach of conceptualizing it through core defining elements: social justice, equal rights, gender equality, citizenship, participation, and the promotion of well-being, health, education, and safety for all members of society [19]. While economic or environmental sustainability often focus on material or ecological concerns, social sustainability emphasizes the importance of social structures, relationships, and institutions that support cohesion, resilience, and justice within communities. The premise is that social sustainability refers to a multidimensional construct centered on the promotion of well-being and the equitable distribution of resources across both present and future generations. This multidimensional framework allows for a more comprehensive understanding of social sustainability by addressing both individual and collective dimensions of societal well-being, thus enhancing its relevance and applicability in diverse action competence contexts. The effective implementation of social sustainability in action competence contexts involves collaboration among local authorities, private sectors, and various stakeholders to address contemporary social issues and promote resilient and thriving societies. Consequently, this article explores how action competence is conceptualized and integrated within the framework of social sustainability and assesses its potential for addressing and advancing social sustainability.

Aim and Research Questions

The literature review aims to synthesize and critically analyze insights from studies that engage with the concept of action competence within a social sustainability framework. Building on this foundation, we investigate the mechanisms and practices essential to fostering action competence, focusing on their relevance for social sustainability. The first research question asks the following:
  • How is action competence conceptualized and integrated within the social sustainability framework?
A second question explores the operationalization of action competence within the context of social sustainability. Here, the aim is to uncover how academic discourse frames action competence as a set of practices enabling individuals and communities to influence and drive change toward more sustainable social futures. This inquiry seeks to clarify the specific purposes for which action competence is applied in advancing social sustainability.
2.
For what ends is the concept of action competence utilized to foster social sustainability?
Through the first research question, the review explores the integration of action competence within the framework of social sustainability in order to offer insights into its theoretical foundations. The second question delves into its practical application and highlights the role of action competence in empowering individuals and communities to address societal challenges and drive transformative change. Ultimately, this review aspires to deepen our understanding of how action competence can foster more equitable, resilient, and sustainable social futures.

2. Method

As this study seeks to synthesize knowledge on concepts and to integrate the theoretical foundation of action competence into a social sustainability framework, a scoping review is suitable. It provides an overview of the field’s breadth and depth, in contrast to systematic reviews that assess study quality [20,21,22,23]. The study therefore has a broad scope with broader inclusion criteria and less focus on specific data extraction. Its systematic database search incorporated international databases such as ERIC, EBSCO, Scopus, and Web of Science as well as Nordic databases. The data collection was conducted on 13 November 2023. The scoping review followed PRISMA guidelines and utilized the PRISMA-ScR checklist (Supplementary Materials), ensuring that all essential steps were completed and documented.

2.1. Screening

Defining the scope and boundaries in the scoping review using a PCC (Population, Concept, Context) framework involves examining how action competence (concept) is conceptualized within social sustainability and for what purposes. It requires an understanding of who is engaged (population) and the contexts within the realm of social sustainability, such as equality, democracy, and poverty reduction. In the literature search, the concept of action competence needed to be stated, while social sustainability had to be contextualized. Using this framework, our systematic literature search was focused on papers that address both action competence and social sustainability. Action competence was the search term, and studies not mentioning action competence or social sustainability in their title, abstract, or keywords were excluded. Studies not exploring the relationship between action competence and social sustainability were also excluded. Emphasizing the latest research, the review included only studies from 2018 onward.
Given the focus on action competence conceptualization and utilization in research in relation to social sustainability, a search strategy focusing on action competence was sufficiently narrow (see Figure 1). The search strategy used action competen* or similar as a search term for title, abstract, or keyword identification. This approach ensured a comprehensive exploration of the concept of action competence, capturing both English and Scandinavian language research contributions.
Action competence as a concept guided our screening process; hence, we created a simple search string based on the term. We identified 288 registers by using “action competen*” as the only search term. After 74 duplicate records were initially removed and then an additional 45 duplicates were identified when exporting to Rayyan, 169 publications remained. These were subjected to a double-blind review using Rayyan software, which allows researchers to efficiently screen, organize, and analyze large sets of references [25]. Given the number of identified publications, a one-step screening process was used. Two reviewers screened all articles, and when conflict concerning inclusion was not resolved, a third reviewer was consulted. Inclusion and exclusion criteria concerned the presence of “action competence” as well as a link to a defined social sustainability area impacting someone’s actions. For specific inclusion and exclusion criteria, see Table 1. The process resulted in 28 articles being selected for further analysis. Of these, 7 articles or peer-reviewed chapters are in a Scandinavian language, while 21 articles or book chapters are in English (see Table 2).

2.2. Extraction Process

To mitigate potential bias and ensure an objective analysis, we adopted an inductive approach to theme identification. Instead of pre-defining categories, we allowed themes to emerge organically from the data. This retrospective classification process enabled us to identify the most salient themes relevant to the research questions. However, the inductive process was supported by charting based on our aim and research questions: the information extracted concerned definitions of action competence and social sustainability, the linkage of our concepts, as well as identification of the problem addressed, how action competence was promoted, and the goals of actions. Three reviewers were involved in the charting process, and all papers were individually charted by two reviewers.

3. Results

The screening process yielded 28 studies that met the inclusion criteria. A notable geographical imbalance was observed, with a predominance of studies originating from Europe (n = 20), particularly Nordic countries (n = 15), including eight studies from Sweden. In terms of research design, most of the studies employed qualitative methodologies (n = 12), followed by case study approaches (n = 6). Only four studies incorporated quantitative methods, with three of those utilizing mixed method designs. Text analysis emerged as a prevalent method, with six studies employing it as their primary approach, including reviews of existing literature. An interdisciplinary orientation was common among the studies, drawing upon fields such as education, environmental science, health promotion, and social science. Table 2 provides an overview of the selected studies with their aims and target populations.

3.1. How Action Competence Is Conceptualized and Integrated with Social Sustainability in the Literature

The integration of action competence within the social sustainability framework is characterized by both explicit and implicit connections. While two articles [7,28] directly mention social sustainability as a term, the majority explicitly address social sustainability by focusing on equity, justice, gender equality, the empowerment of marginalized groups, and the interrelated dimensions of sustainability challenges.
A common approach found in the collected material refers to education for sustainable development (ESD), which is often associated with action competence in the context of social sustainability. Some studies [7,28,30,34,36] position ESD as fostering action competence through a focus on equity, justice, and empowerment. Biström and Lundström [28], for instance, suggest that Swedish lower-secondary school textbooks offer a key opportunity to connect sustainable development and action competence by highlighting the interdependence of gender equality and sustainability. This integration provides a holistic view of sustainability by incorporating social dimensions and fostering critical thinking in subjects like biology, civics, and home economics. Health promotion initiatives [38] integrate principles of participation, stakeholder involvement, and empowerment as mechanisms to enhance action competence for sustainable well-being. Ojanen et al. [5] tie action competence to social sustainability by exploring the fostering of diversity and equity in mental health services. Similarly, Mongar et al. [42] connect intergenerational equity, linking societal benefits of sustainable development to action competence. Other explicit discussions connect action competence with broader social goals, such as democratic participation, entrepreneurial education [6,49], and agency in addressing systemic inequalities.
Implicit links were identified in studies emphasizing themes such as participation, solidarity, and socio-economic equity, which align with the principles of social sustainability [29,34,35,36]. However, as discussed in the methods section, our inclusion criteria incorporated related themes such as solidarity, participation, and socio-economic equity. These implicit correlations are significant in illustrating the broader connections between action competence and social sustainability.
On promoting place-based education (PBE) [33], for instance, there is an emphasis on cognitive, socio-emotional, and behavioral learning that aligns with social sustainability goals without naming social sustainability directly. Studies exploring ecojustice pedagogies [45] implicitly integrate social sustainability by focusing on inclusion and empowerment, particularly for marginalized communities, through participatory and transformative education. Other studies [29,34] frame social aspects as interdependent with environmental sustainability, emphasizing community interaction and inclusion as critical elements. Derr [29] highlights the role of urban spaces in fostering interaction and cooperation. Storytelling tools, as explored by Kall et al. [34], can promote critical thinking and equip learners with the skills to address sustainability challenges.

3.2. Specific Purposes for Which Action Competence Is Applied in Advancing Social Sustainability

Our second research question examined the purposes for which the concept of action competence has been employed to advance social sustainability objectives. The studies suggest that action competence is frequently associated with efforts to promote equity, civic engagement, and the ability to enact meaningful, contextually appropriate, and sustainable change.
A key theme that emerged from the review is the use of action competence to address systemic inequalities by supporting marginalized communities in their pursuit of equity and justice. Several studies emphasize ethical literacy and justice-oriented pedagogies and conclude that these approaches can equip learners with the tools to recognize and address inequities while ensuring dignity and fairness for vulnerable populations. Biström and Lundström [27] highlight the need to integrate action competence more consistently in educational materials. A more integrated approach—emphasizing interdependence, critical thinking, and agency—may further strengthen students’ capacity to engage with sustainability challenges in meaningful ways, aligning action competence with broader social sustainability objectives. Lillefjell and Maass [38] highlight the role of multi-sectoral collaboration engaging international organizations, local governments, private actors, and civil society. By emphasizing stakeholder involvement and the empowerment of target groups, particularly vulnerable populations, the study illustrates how health promotion policies can serve to achieve equity and sustainable well-being, which align with broader social sustainability objectives. Fridolfsson et al. [31] suggest using norm critique and natural science to reflect on issues regarding sexuality and gender. The aim of their study was to contribute to the development of education that promotes gender equality, inclusion, and action competence. Franck and Osbeck [7] suggest integrating ethical storytelling methods within ESD, encouraging diverse perspectives while critically assessing their role in children’s literature and sustainability didactics. These authors argue for cultivating an educational space where differing beliefs and values are recognized as essential to the pursuit of social sustainability.
Another recurrent finding was that action competence is often linked to fostering active citizenship and collective decision-making. Several studies highlight programs designed to promote civic responsibility, such as children’s rights initiatives [29] and participatory school projects [35,37,48], as pathways enabling individuals and communities to contribute to inclusive and sustainable societies. Derr’s [29] study elicits how participatory learning in urban green spaces promotes opportunities for youth to develop their capabilities, to engage with nature and the built environment, as well as to integrate social, cultural, and political dimensions into their experiences. By supporting freedom of movement, collaboration with peers and community members, and experiential learning, the approach aims to strengthen young people’s ability to take informed action and thereby reinforce their rights to actively shape the spaces they inhabit. Verhelst et al. [48] position the school itself as a key actor in fostering action competence, highlighting the need for adaptable and participatory educational structures that empower students to take meaningful action for sustainable development. Koskela and Paloniemi [37] position action competence as a crucial link between education and social sustainability to ensure that learners can effectively engage in real-world sustainability challenges. They define action competence as the process of equipping individuals and communities with the psychological competencies necessary for meaningful action. To this end, they emphasize the importance of fostering both individual and collective agencies in various educational settings enabling diverse actors to actively participate in and drive sustainability transformations. Korfiatis and Petrou’s [35] study explores how ownership, locus of control, self-efficacy, and collective efficacy contribute to children’s motivation for participatory action. The study critiques “pseudo-participation” and underscores the need for authentic engagement where children actively collaborate, develop communication skills, and experience tangible outcomes from their involvement in sustainability projects.
The reviewed studies also associate action competence with the development of informed and effective action, particularly through critical and systemic thinking, reflective learning, and collaborative problem-solving. Various educational practices—such as sustainability storytelling [43,47] and problem-oriented teaching tools [16,26,40]—are described as helping learners navigate the complexities of sustainability challenges. The core argument is that these approaches can encourage students to engage with both emotional and cognitive barriers, thereby fostering the creation of innovative collective solutions.
The importance of supporting individuals for social change is a theme that focuses on empowerment, learning to take agency, and the ability to act. The role of educators stands out as highly relevant to the development of such action competence, which requires democratic skills and a sense of agency—or empowerment [30,49]. Some studies emphasize interdisciplinary education [26] and empowerment programs for vulnerable groups [46] as examples of how action competence can foster both personal and societal change.
Overall, the reviewed literature suggests that action competence is framed as a mechanism for challenging inequalities, advancing equity, fostering civic engagement and the empowerment of individuals to effectuate change, and facilitating transformative learning in efforts to advance social sustainability. While the studies examined these connections from different angles, the overarching themes indicate that action competence is consistently positioned as a valuable concept in sustainability-oriented education. These interconnections are further examined in the discussion.
Table 3 presents the four core categories of action competence identified in the data in the context of social sustainability. It outlines their intended outcomes (ends), the methods through which they are achieved (means), along with relevant examples and references.

4. Discussion

This review has revealed that action competence, a concept originated in Denmark with roots in the German Bildung tradition, is primarily used in a European setting, and most specifically in Nordic countries. Concerning how action competence is conceptualized and integrated within the social sustainability framework, we found both explicit connections focusing on equity, justice, and gender, for instance, as well as a more implicit focus not mentioning social sustainability, participation, solidarity, or socio-economic equity. Action competence is integrated into social sustainability through advancing equity and justice, fostering civic participation, transformative learning, and empowering individuals for social change (see Table 3).
A multidimensional perspective on action competence can capture its role in fostering equity, participation, transformation, and empowerment and thereby contributing to sustainable societal development. A central theme emerging from the analysis is the capacity of action competence to advance equity and justice. Several studies [5,28,38] emphasize its role in enabling individuals to recognize and respond to systemic inequalities. Ethical literacy, inclusive teaching practices, and participatory approaches are identified as fundamental in promoting dignity, intergenerational equity, and justice, with education positioned as a catalyst for more equitable societies.
Another significant aspect relates to the promotion of civic participation. Studies highlight how action competence can support democratic engagement by equipping individuals—including children, students, and teachers—with the necessary skills to actively contribute to inclusive decision-making processes [6,29,37]. Related pedagogical approaches underscore the importance of education in cultivating participatory competencies that align with sustainability principles, thereby reinforcing the role of informed and engaged citizenship in societal transformation.
The analysis further revealed a strong connection between action competence and transformative learning [16,33]. By fostering critical thinking and reflective learning, education can bridge theoretical knowledge with practical application, and thus equip learners with the skills required to address complex and interdependent sustainability challenges. This role underscores the transformative potential of education in advancing social sustainability goals and fostering systemic change. Finally, action competence is closely linked to empowerment of individuals for social change, as studies [44,49] explore how education can equip learners with the confidence, self-efficacy, and agency needed to perceive themselves as active contributors to social change. By fostering a sense of agency, these approaches enhance the capacity to engage in meaningful, long-term efforts toward sustainability and justice.
Recent literature reviews on action competence [14,16,17] emphasize its roots in environmental education. This study has furthered a richer understanding of why and how action competence is also highly relevant to social sustainability, for science educators [16] as well as teachers in general. Particularly, the categories outlined in Table 3, provide a structured framework for understanding the intersection of action competence and social sustainability. While these categories are presented as distinct, they are inherently interconnected. Together, they illustrate how action competence operates both as a tool and as a perspective for fostering sustainable and equitable societies by addressing complex challenges and empowering individuals and communities to act collectively and sustainably. Although different studies [37,42,49] may prioritize specific outcomes or approaches, these categories are not rigid but rather interwoven and reinforce one another in multiple ways. For instance, fostering civic participation inherently strengthens individual empowerment for social change, just as transformative learning promotes equity and justice by equipping learners with the critical thinking skills necessary to analyze and challenge systemic inequalities. By systematically structuring these connections within a cohesive framework, this study advances a more comprehensive understanding of the relationship between action competence and social sustainability. Rather than functioning in isolation, the categories we have identified interact dynamically to drive meaningful and sustainable transformation. The establishment of just and resilient societies requires a multifaceted and integrative approach that acknowledges and incorporates these interconnections. Accordingly, Table 3 serves as a conceptual blueprint offering a holistic perspective that elucidates these relationships, and thus facilitates their application in both research and practice. These practical implications suggest that action competence can be meaningfully applied in educational settings to bridge the gap between theory and practice when fostering social sustainability. It can be integrated into educational practices to empower marginalized groups, foster democratic skills, and promote collaborative problem-solving. For educators and researchers, this means intentionally designing learning environments that engage students in real world issues, allow for emotional involvement, and foster agency. For example, engaging students in storytelling or confronting emotional responses can lead to collective actions for a better society. In this way, action competence becomes a tool not only for understanding sustainability, but also for actively shaping equitable, resilient, and socially just futures.

5. Conclusions

The study addressed two research questions. First, it examined how action competence is conceptualized and integrated within the social sustainability framework and offered insights into how these connections are made, whether explicitly or implicitly. Second, it explored how action competence is framed as a means to an end, identifying the ways in which academic discourse promotes a range of practices that enable individuals and communities to influence and drive change toward more sustainable social futures. Through this dual focus, the study both synthesized and critically analyzed the literature and highlighted the mechanisms and practices essential to fostering action competence. The findings indicate that despite terminological inconsistencies, there is a strong foundation for connecting action competence with social sustainability. This link is evident across theoretical discussions as well as in practical, empirical, and pedagogical research. Several studies have emphasized the need for a more effective integration of action competence into real-world educational and societal practices [19,42].

Limitations and Directions Ahead

The authors conducted a scoping review in which themes were elicited through an inductive process. This allowed for a rich delineation between action competence and social sustainability, which a more strict and systematic method might have overlooked. However, it could also be a limiting factor for the reproducibility of the study.
The study examined recent literature (2018–2023) on the relationships between action competence and social sustainability, using academic literature in English and Scandinavian languages. German studies were not included due to the authors’ limited knowledge of the German language. Given the predominance of authors from Nordic countries and the kinship between Bildung and action competence, a more comprehensive review could introduce additional perspectives that would enrich our understanding.
The study showed how action competence aligns with the principles of social sustainability in significant ways. Future research could focus on refining the implementation of action competence across disciplines and learning environments to account for the complex interaction between transformative learning (including critical thinking skills) and individual and collective actions. A potential starting point for this process might be the application of the framework developed in this study (Table 3) for structuring action research in educational settings. By empirically examining how this framework can support interdisciplinary teaching and learning, future studies can assess its effectiveness in bridging the gap between conceptual understanding and practical engagement. This, in turn, could inform further research into comprehensive and systemic approaches to sustainability education, thereby reinforcing the role of action competence in fostering participatory and transformative learning experiences.

Supplementary Materials

The following supporting information can be downloaded at: https://www.mdpi.com/article/10.3390/su17083661/s1.

Author Contributions

Conceptualization, P.A., L.A. and R.R.G.; methodology, L.A.; formal analysis, P.A. and R.R.G.; investigation, P.A.; writing—original draft preparation, P.A., L.A. and R.R.G.; writing—review and editing, P.A., R.R.G. and L.A.; project administration, R.R.G. All authors have read and agreed to the published version of the manuscript.

Funding

This project was funded by EduCom, an internally funded research initiative at Jönköping University, School of Education and Communication.

Acknowledgments

We extend our sincere gratitude to Ole Henrik Hansen for conducting a blind review of the initial data and to Helena Taubner for her valuable discussions at the outset of the study.

Conflicts of Interest

The authors declare no conflicts of interest.

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Sustainability 17 03661 g001
Figure 1. Screening process [24].
Figure 1. Screening process [24].
Sustainability 17 03661 g001
Table 1. A PCC framework focusing on the concept of action competence and social sustainability.
Table 1. A PCC framework focusing on the concept of action competence and social sustainability.
PCC FrameworkDefinitionInclusion CriteriaExclusion Criteria
PopulationPeople engaged in action competence
ConceptAction competence and its integration and operationalization within social sustainabilityAction competence mentioned in the title, abstract, or keywordAction competence not mentioned
ContextContexts where action competence is applied to foster social sustainabilitySocial sustainability
as gender equality,
poverty reduction,
vulnerable groups/social work,
democracy,
social justice		When focusing only on environment or climate
sustainability at large
Before 2018
Not peer-reviewed
Table 2. Study aims, methods, and participants.
Table 2. Study aims, methods, and participants.
Ref.
NR		Author(s)Aim(s)Type of StudyCountryParticipants/MaterialsNumber of Participants
[26]Aschim, Gabrielsen, Tesikova, and Bøe (2020)To explore how an educational program on authentic sustainability challenges can contribute to the development of student engagement and action competence for sustainable development.Qualitative studyNorwayStudents (6th grade)120
[27]Biström and Lundström (2021a)To analyze textbook content on gender equality and sustainable development in Swedish lower education.Text analysisSwedenTextbooks for secondary students8
[28]Biström and Lundström (2021b)To analyze the presentation and organization of sustainable development content in Swedish lower-secondary textbooks to evaluate their effectiveness in promoting action competence.Text analysisSwedenTextbooks for secondary students8
[29]Derr (2018)To explore how urban green spaces can be used as participatory learning laboratories for built environment education.Case studyUSALearning labs2
[30]Ferguson, Roofe, and Cook (2021)To determine teachers’ views on sustainable development.SurveyCyprusTeachers296
[7]Franck and Osbeck (2018)To present prerequisites for developing narrative methods that focus on the vision of a good society without compromising individual integrity within education for sustainable development (ESD).Qualitative studySwedenChildren’s books6
[31]Fridolfsson et al. (2019)To explore how norms on gender and sexuality are challenged in upper-secondary education.Action researchSwedenUpper-secondary textbooks182
[32]Grimsæth, Foldnes, and Irgan (2018) To investigate teachers’ perceived action competence in working with children’s social competence and challenging behavior, and what knowledge they wish to develop.Qualitative studyNorwayTeachers in further education31
[33]Hernandez Gonzalez (2023)To explore the affordances of place-based education (PBE) for advancing sustainability education (SE) by examining cognitive, socio-emotional, and behavioral learning dimensions.Multiple case studiesAustralia, Japan, Chile, USAStudents in educational settings-
[16]Husamah, Suwono, Nur, and Dharmawan (2022)To examine and compare numerous studies on action competence for sustainable development and its implications for environmental education for prospective science teachers.Systematic literature reviewInternationalArticles 25
[34]Kall, Uhrqvist, and Asplund (2024)To explore how sustainability stories can assign meaning to sustainability issues and promote democratic action competence.Qualitative analysisSwedenSustainable stories in preschool21
[35]Korfiatis and Petrou (2021)To explore children’s perspectives and expressions of ownership, motivation, collective efficacy, self-efficacy, and locus of control in the context of participation.Qualitative study CyprusGrade 9–11 students95
[36]Korsager and Scheie (2019)To explore how students’ participation in an education for sustainable development (ESD) project influences their sustainability consciousness.Case studyNorwayTeacher and students aged 16 years23
[37]Koskela and Paloniemi (2023)To explore learning and agency for sustainability transformations, building on Bandura’s theory of human agency.Conceptual studyFinlandNot applicable
[38]Lillefjell and Maass (2021)To describe and critically discuss how health promotion (HP) principles can be applied to structure collaboration processes for implementing HP measures in local communities.Case study NorwayMulti-sectoral project group1
[39]Lund (2020)To explore imagination, criticism, and action competence in sustainable pedagogy linked to movements in the 1970s.Discourse analysisDenmarkExamples-
[40]Malmberg (2018)To explore how education can support students in handling complex future issues related to sustainability without feeling paralyzed by the challenges.Theoretical explorationSwedenStudents-
[41]Malmberg and Urbas (2021)To explore how education helps students handle future sustainability issues without feeling overwhelmed.Practical example SwedenStudents (teachers preparing)-
[42]Mongar, Quinn, and Elliott (2023)To explore stakeholder perceptions of action-oriented approaches to teaching environmental science in Bhutanese secondary schools.Mixed method studyBhutanSchools, heads of school, teachers, and students583
[5]Ojanen et al. (2021)To identify crucial competencies for culturally competent practice for mental health practitioners with LGBTIQ clients in Thailand.Delphi studyThailandPractitioners and LGBTIQ individuals27
[43]Piasentin and Roberts (2018)To explore what elements in a sustainability course contribute to paradigm change and action competence among university students.Pilot study New ZealandUniversity students6
[44]Sass et al. (2021)To explore how young students (aged 10 to 13 years) suggest they can contribute to sustainable development (SD).Qualitative studyBelgiumStudents aged 10–14 years75
[45]Schneller et al. (2023)To investigate transformative learning outcomes for undergraduate sociology students mentoring high school learners.Case studyUSAStudent mentors31
[6]Simonova et al. (2019)To evaluate the impact of the Active Citizens program on students’ self-efficacy and perception of democratic school climate, and to understand the process and benefits of the program.Mixed method studyCzech RepublicTeachers, students aged 13–14 years128
[46]Sønnichsen (2019)To explore the health-promoting impact of offering water gymnastics to vulnerable pregnant women and baby swimming to vulnerable mothers.Qualitative DenmarkVulnerable pregnant women2
[47]Uhrqvist et al. (2021)To develop the concept of sustainability stories and how they can be assessed and developed to correspond with the intentions of education for sustainable development (ESD).Conceptual studySwedenNot applicable-
[48]Verhelst et al. (2020)To investigate the relationship between the school organization and students’ action competence in sustainable development.Quantitative studyBelgiumSchool staff and students838
[49]Weicht and Jónsdóttir (2021)To explore how entrepreneurial education can foster social change through teacher education in Wales.Case studyWalesTeacher educators at a university-
Table 3. Four categories that connect action competence to social sustainability.
Table 3. Four categories that connect action competence to social sustainability.
CategoryFor What EndsMeans WherebyExamples
Advancing equity and justiceReducing systemic inequalities and ensuring fairnessEmpower marginalized groups, promote gender equality, address health equity, enhance ethical literacy through storytelling methodsGender equality [27], health equity [38], ethical literacy as a tool for justice and equity [7], ensure dignity and justice for marginalized groups [5], intergenerational equity [42], equitable and inclusive educational practices [31]
Fostering civic
participation		Create societies that value active citizenship, inclusivity, and collective decision-making
Enable communities to meet sustainability challenges with resilient approaches		Civic participation, fostering democratic skills,
developing stakeholder partnerships,
educate educators		Active citizens program [6], fostering participation in schools [35,37,48], supporting children’s rights to active engagement in the city [29], enabling teachers to promote active citizenship among their students [30]
Transformative learning Foster informed actions and behaviors that are based on understanding interconnected dimensions of sustainability challengesDevelop critical, systemic thinking,
foster reflective learning,
foster collaborative problem-solving		Sustainability storytelling [34,47], teaching tools and practices that foster critical thinking and reflective learning [16,39,40], textbooks that engage students in critical, problem-oriented actions [28], transformative learning in education [40,41,43,45], implementation of PBE in order to foster holistic learning [33,39], encourage students to question norms, examine truths, and confront emotional responses (e.g., uncertainty, anger, hope) to create new collective actions [39]
Empowering individuals for social changeEquip individuals with confidence and the ability to take meaningful actionSelf-efficacy, decision-making skills, agency development, giving younger students a voice in sustainable development issues [44]Empowering learners to act and drive social sustainable change [26,49], interdisciplinary/holistic SD in education [26], promoting real-world applications [26], enabling young students to see themselves as agents of change [44], equipping students with the skills, knowledge, and attitudes necessary to act for sustainable development [26], developing teachers’ skills in handling challenging behaviors and promoting social development [32], fostering equity while empowering vulnerable individuals to create personal and social change [46]
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Andersson, P.; Augustine, L.; Rampazzo Gambarato, R. Advancing Social Sustainability Through the Development of Action Competence: A Scoping Literature Review. Sustainability 2025, 17, 3661. https://doi.org/10.3390/su17083661

AMA Style

Andersson P, Augustine L, Rampazzo Gambarato R. Advancing Social Sustainability Through the Development of Action Competence: A Scoping Literature Review. Sustainability. 2025; 17(8):3661. https://doi.org/10.3390/su17083661

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Andersson, Pia, Lilly Augustine, and Renira Rampazzo Gambarato. 2025. "Advancing Social Sustainability Through the Development of Action Competence: A Scoping Literature Review" Sustainability 17, no. 8: 3661. https://doi.org/10.3390/su17083661

APA Style

Andersson, P., Augustine, L., & Rampazzo Gambarato, R. (2025). Advancing Social Sustainability Through the Development of Action Competence: A Scoping Literature Review. Sustainability, 17(8), 3661. https://doi.org/10.3390/su17083661

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