Keyword: «implementation models»

The relevance of the research is determined by the growing need to prepare young people to solve global problems of sustainable development and green economy in the context of accelerating environmental crises. International commitments enshrined in the United Nations Sustainable Development Goals and UNESCO recommendations require a fundamental rethinking of educational policy and practice. However, the Russian education system experiences a significant gap between stated goals and the actual practice of implementing education for sustainable development, which necessitates theoretical contemplation of this problem. The aim of the article is to systematize and critically analyze pedagogical approaches, methods, and conditions for developing competences in sustainable development based on domestic and foreign literature from the period 2020–2025, as well as to develop practical recommendations for educational policy. The leading methodological approaches are the systemic approach, competency-based approach, contextual approach, and hermeneutic approach. The main methods of theoretical research include: analysis and synthesis of scientific literature, comparative analysis of domestic and foreign approaches, content analysis of educational programs, structural-functional analysis of competences, and pedagogical modeling. The main results include: identification of a multi-level structure of sustainable development competences with cognitive, affective, and behavioral components; identification of diverse pedagogical approaches; determination of a system of interdependent pedagogical conditions; description of five implementation models; identification of a complex of normative, methodological, personnel, and cultural barriers to implementation. Theoretical significance consists in developing theoretical understanding of sustainable development competences, systematizing pedagogical approaches, and integrating international experience with consideration of the Russian context. Practical significance is determined by the possibility of using results in the development of educational programs, training of pedagogical personnel, and development of educational policy at the federal and regional levels. Scientific novelty lies in comprehensive critical analysis of approaches for the period 2020–2025, development of an operationalized competences model, identification of a system of pedagogical conditions, and analysis of barriers to implementing education for sustainable development in the Russian education system.