Educators, Thinking, and Sustainability: Where Do We Stand? Nuphanudin (a*), Farida Salsabilla Hartoyo (b), Aida Roihana Zuhro (c), Pramudya Cahyandaru (d), Dewi Okta Pusparini (e), Helda Kusuma Wardani (f)
a) Program Studi Manajemen Pendidikan, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya
Jl. Lidah Wetan, Lidah Wetan, Kec. Lakarsantri, Kota Surabaya, Jawa Timur 60213-
*nuphanudinnuphanudin[at]unesa.ac.id
b) Departement of Arabic Language Teaching, Faculty of Tarbiyah, Universitas Darussalam Gontor
Jl. Raya Ngawi - Solo No. 55, Sambirejo, Mantingan, Ngawi, Jawa Timur, 63261-
farida.salsabillahartoyo[at]student.pba.unida.gontor.ac.id
c) Program Studi Pendidikan Kriya, Fakultas Bahasa dan Seni Budaya, Universitas Negeri Yogyakarta
Jl. Colombo No.1, Karang Malang, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281-
aidaroihanazuhro[at]uny.ac.id
d) Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sarjanawiyata Tamansiswa
Jalan Batikan UH III/1043, Umbulharjo, Yogyakarta 55167-
pramudya[at]ustjogja.ac.id
e) Department of Public Policy and Management, The Faculty of Social and Political Sciences (FISIPOL), Universitas Gadjah Mada
Bulaksumur, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281-
dewioktapusparini[at]mail.ugm.ac.id
f) Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya
Jl. Lidah Wetan, Lidah Wetan, Kec. Lakarsantri, kota Surabaya, Jawa Timur 60213-
heldawardani[at]unesa.ac.id
Abstract
Critical thinking is widely recognized as a foundational competence for Education for Sustainable Development (ESD), enabling learners to engage with complex global issues in reflective, informed, and transformative ways. Educators play a vital role in modeling and facilitating this competence. However, existing studies vary widely in scope, context, and depth, leaving a fragmented understanding of how educators conceptualize and practice critical thinking within ESD. This article presents a systematic review of peer-reviewed literature from the past two decades to identify patterns, gaps, and pedagogical insights regarding teachers^ engagement with critical thinking in sustainable education. Drawing on theoretical frameworks from sustainability competencies and critical pedagogy, the review reveals inconsistencies between educational policy expectations and classroom realities, limited training opportunities for educators, and diverse interpretations of critical thinking. The study contributes to the development of a comprehensive evidence base to inform teacher education, curriculum design, and future research in the intersection of critical thinking and sustainability education.
Keywords: classroom practice, critical pedagogy, critical thinking, educator competencies, education for sustainable development, pedagogical challenges, sustainability education, teacher training
