In order to deal with complex societal challenges such as climate change, globalization, global inequalities, and the scarcity of natural resources, the development of a holistic global understanding and a clarification of one's own role in the transformation process is central (cf. e.g. Veugelers & De Groot, 2019, p. 27; Witt, 2022). Against this background, education for sustainable development (ESD) and global citizenship education (GCE) address SDG 4.7 (UNESCO, 2019, p. 12). Although in the wake of the SDGs there is increasing pressure on companies to contribute to the development of 'global employees', the two concepts have so far remained largely unaddressed in the discourse on workplace learning. This paper therefore explores the role of corporate education and training in the context of global and sustainable developments in companies.
Tried and tested scales and models for capturing the necessary competencies for sustainable and global development are already available (e.g. Morais & Odgen, 2011; Seeber et al., 2019, Wiek et al., 2011). This paper transfers these competency models to in-company education and training and answers the following questions: to what extent do the existing competency profiles of training personnel meet the demands of companies in the fields of ESD and GCE? What potentials do current qualification offers in these two areas offer from the company's point of view and where is there a need for action?
The empirical basis for the article is provided by 10 expert interviews with company HR managers from 10 globally operating large companies from different industries (Meuser & Nagel, 2009). Using qualitative content analysis according to Mayring (2023), the interviews are evaluated deductively with reference to the above competency models.
The results systematically show the existing competence profiles as well as development needs of company education and training personnel in the field of sustainable thinking and acting. In addition, current requirements for corporate training and development personnel on the part of HR managers are identified and prioritized. The article provides concrete practical recommendations on the extent to which corporate framework conditions must change so that training personnel can meet the new tasks in the context of ESD and GCE, and it identifies necessary qualification offers.

The empirical basis for the article is provided by 10 expert interviews with company HR managers from 10 globally operating large companies from different industries (Meuser & Nagel, 2009). Using qualitative content analysis according to Mayring (2023), the interviews are evaluated deductively with reference to the above competency models.

The empirical basis for the article is provided by 10 expert interviews with company HR managers from 10 globally operating large companies from different industries (Meuser & Nagel, 2009). Using qualitative content analysis according to Mayring (2023), the interviews are evaluated deductively with reference to the above competency models. The results systematically show the existing competence profiles as well as development needs of company education and training personnel in the field of sustainable thinking and acting. In addition, current requirements for corporate training and development personnel on the part of HR managers are identified and prioritized. The article provides concrete practical recommendations on the extent to which corporate framework conditions must change so that training personnel can meet the new tasks in the context of ESD and GCE, and it identifies necessary qualification offers.

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