Teachers’ Capabilities in Sustainable Higher Education: A Systematic Review and Future Research Agenda Using TCCM Analysis

Baohua Zhang; Liang Wang; Huijun Yang

doi:10.62177/jetp.v3i1.1097

Authors

Baohua Zhang Henan Vocational College of Water Conservancy and Environment
Liang Wang Sichuan International Studies University
Huijun Yang Universiti Sains Malaysia

DOI:

https://doi.org/10.62177/jetp.v3i1.1097

Keywords:

Sustainable Higher Education, Teacher Capability, Teacher Competence, TCCM Analysis, Digital Transformation

Abstract

Amidst the global sustainability transition, higher education institutions face pressing demands to cultivate multifaceted teacher capabilities that address complex societal challenges. The paper reviews the recent teacher capability literature in sustainable higher education (SHE) following a Theory-Context-Characteristics-Methodology approach to map the state-of-the-art advancements in this field. A systematic review of 75 articles from Scopus and Web of Science databases was conducted through the Preferred Reporting Items for Systematic Reviews and Meta-Analyses procedure. The study reveals the dominant theories (learning theory, leadership theory, sustainable development theory, and stakeholder theory), contexts (Chinese and multinational studies), characteristics (teacher capabilities: technology integration capabilities, pedagogical design and implementation skills, key drivers: policy and resource support, and individual psychological factors, outputs: quality improvement of SHE), and methodologies (interviews, case studies, and structural equation modeling). It advances theoretical innovation and practical transformation of SHE at least in three pathways: (1) interdisciplinary theoretical integration to map driving factor-capability-outcome nexuses, (2) empirical expansion in developing economies with competency-policy linkage mechanisms, and (3) institutional synergies through system optimization and global partnerships. These insights provide actionable frameworks for SHE transformation, urging policymakers and educators to co-create capability ecosystems that align educational practices with sustainability imperatives.

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