Developing learners’ action competence for sustainability requires integrating action-oriented teaching and learning approaches within the context of sustainability and climate change education (SCCE) (Jensen & Schnack, 1997; Jensen, 2002; Sinakou et al., 2019; Varela-Losada et al., 2016). Action-oriented teaching prioritizes purposeful engagement, empowering learners to make deliberate choices and take intentional action. Unlike activity-based approaches, which often involve educator-directed tasks that limit opportunities for autonomy and intentionality, action-oriented approaches emphasize learner agency and problem-solving (Schusler & Krasny, 2008). For an activity to qualify as “action” in the action-oriented approach, it must satisfy two essential criteria: (1) individuals decide on their course of action, and (2) the activity addresses a real-world problem while targeting meaningful change at the personal, school, local, or global levels (Jensen & Schnack, 1997; Jensen, 2002). Although existing models have explored aspects of action-oriented approaches in SCCE (e.g., Sinakou et al., 2019; Weinberg et al., 2024), there is limited consensus on the key pedagogical principles underpinning this approach. Addressing this gap, the present study, conducted within the Horizon Europe project Impact Assessment of Action Competence (IMP>ACT), aims to conceptualize an action-oriented education framework for SCCE. To achieve this objective, we conducted a scoping literature review of peer-reviewed publications in English from two major scientific databases (SCOPUS and Web of Science), including studies across primary, secondary, and higher education levels, as well as formal and non-formal educational settings, without date restrictions. From a total of 60 publications focusing on action-oriented teaching and learning approaches, we identified core pedagogical principles through qualitative content analysis. Furthermore, we conducted focus group interviews with five SCCE experts (four academic, one non-academic) to validate our findings. We also discussed our findings with academic and societal partners during a broader consortium project meeting to achieve a shared consensus on the core pedagogical principles. Based on these analyses, we propose an integrated action-oriented pedagogical framework for SCCE. This framework is anchored in five core pedagogical principles: learning through action, real-world integration, democratic participation, critical reflection, and emotional awareness. In the next phase of the project, these principles will serve as a foundation for developing a valid and reliable instrument to assess educators' competencies in implementing action-oriented SCCE. The finalized framework and measurement instruments will be integrated to assessment framework of the project. In this presentation, we will delve into these principles and demonstrate their practical application, equipping educators to enhance learners' action competence for sustainability.

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