Transformative pedagogy for »education for sustainable development« competenciesAnđić, Dunja (Avtor) Čepić, Renata (Avtor) Tatalović Vorkapić, Sanja (Avtor) education for sustainable developmenttransformative pedagogiesteachersTransformative pedagogy in contemporary educational discourse is becoming imperative for constructing school curricula, especially in the field of education for sustainable development (ESD). This paper presents research that examined the relationship between classroom and subject teachers’ self-assessments of professional competencies, ESD competencies (thinking and acting, communication and relationships, and didactic-methodical), and personality traits (extraversion, conscientiousness, agreeableness, emotional stability, and openness), and the assessment of their training: during formal education, professional development, and selfdirected learning. The research was conducted on a sample of classroom teachers (n = 335) and subject teachers (n = 537) in Croatia. The results indicate statistically significant differences in competencies between the two teacher groups. Correlation analysis results indicated predominantly positive associations between the variables. Multiregression analyses revealed that personality traits, forms of education, professional competencies, and teaching position contribute differently to the development of teachers’ ESD competencies. The findings of this study confirm multiple predictors of the development of teachers’ competencies in ESD while emphasising the importance of integrating personal predispositions and the necessity of lifelong professional development. In conclusion, further research and a deeper understanding of the conditions and factors that shape teachers’ competencies and their readiness for practices in the field of sustainable development are necessary.20262026-05-20 09:38:15Neznano29453sl