Towards transformative education: a framework of sustainability competences for Latin American higher education

Purpose This study aims to contribute to the refinement of sustainability competence frameworks for university educators from a Latin American perspective. While most existing models are rooted in European contexts, this research explores the competences deemed essential for educators involved in education for sustainable development in Latin America, according to regional experts. Design/methodology/approach A Delphi study was conducted with 18 experts from Argentina, Colombia, Costa Rica, Mexico, Puerto Rico, Germany and Spain. The initial phase identified key challenges and opportunities for integrating the sustainable development goals (SDGs) into university curricula. Three synchronous and three asynchronous Delphi rounds facilitated expert exchange, leading to consensus on core sustainability competences and related performance indicators. Findings Five competence areas were defined as central for sustainability education: (1) SDGs and sustainability challenges, (2) educator identity and professional development, (3) teaching and learning, (4) inter- and transdisciplinarity and (5) adaptability and relationship to the environment. For each, specific performance indicators were developed across attitudes, knowledge and skills. Originality/value This research offers a competence framework rooted in Latin American contexts, an underrepresented region in global education for sustainable development discourse. It fosters the regional appropriation of sustainability competences and provides guidance for integrating them into local teaching practices. The framework also contributes to operationalising SDG 4.7 by specifying measurable educator competences and performance indicators.