Sustainability Competencies in Beauty-Focused Vocational Programs: Pedagogical Strategies and Industry Expectations - A Systematic Literature Review

Delta Apriyani; Lilis Widaningsih; Sudjani Sudjani

doi:10.71222/m2nxa023

Authors

Delta Apriyani Universitas Pendidikan Indonesia, Bandung, Indonesia; Universitas Negeri Semarang, Semarang, Indonesia Author
Lilis Widaningsih Universitas Pendidikan Indonesia, Bandung, Indonesia Author
Sudjani Sudjani Universitas Pendidikan Indonesia, Bandung, Indonesia Author

DOI:

https://doi.org/10.71222/m2nxa023

Keywords:

sustainability competencies, vocational education, TVET, green education, beauty industry, pedagogical strategies

Abstract

The integration of sustainability competencies into vocational education programs has become increasingly critical as industries worldwide shift toward environmentally conscious practices. Beauty-focused vocational programs, which encompass sectors such as cosmetology, skincare, and personal care services, face unique challenges in incorporating green education principles while meeting industry expectations for skilled professionals. This systematic literature review examines the current state of sustainability competencies in beauty-focused vocational programs, evaluates pedagogical strategies employed to develop these competencies, and analyzes industry expectations for sustainable practices among graduates. Following PRISMA guidelines, a comprehensive search was conducted across academic databases, including Scopus, for articles published between 2020-2025. Keywords included "green education," "sustainable education," "education for sustainable development," combined with "TVET," "vocational education," and "technical and vocational education and training." The initial search yielded 70 articles, which were systematically screened and filtered to 17 articles that met the inclusion criteria. The review identified three key themes: (1) emerging sustainability competencies required in beauty-focused vocational programs, including environmental awareness, sustainable product knowledge, and waste reduction practices; (2) innovative pedagogical strategies such as project-based learning, experiential learning, and industry partnerships; and (3) evolving industry expectations for graduates who can balance aesthetic excellence with environmental responsibility. While progress has been made in integrating sustainability into vocational education, significant gaps remain in beauty-focused programs. The findings suggest a need for more systematic integration of green competencies, enhanced industry-education partnerships, and development of specialized curricula that address the unique sustainability challenges of the beauty industry.

References

1. Dewi, D. E., Winoto, J., Achsani, N. A., & Suprehatin, S. (2025). Understanding Deep-Seated Paradigms of Unsustainability to Address Global Challenges: A Pathway to Transformative Education for Sustainability. World, 6(3), 106. https://doi.org/10.3390/world6030106

2. Deriu, F., & Gallo, R. (2024). Sustainable green educational paths in the Italian higher education institutions: A text mining approach. Sustainability, 16(13), 5497. https://doi.org/10.3390/su16135497

3. Fernando, A. R. R., & Tajan, G. P. (2024). Education for sustainable development (ESD) through participatory research (PR): A systematic review. Journal of Cleaner Production, 482, 144237. https://doi.org/10.1016/j.jclepro.2024.144237

4. McGrath, S., & Russon, J. A. (2023). TVET SI: Towards sustainable vocational education and training: Thinking beyond the formal. Southern African Journal of Environmental Education, 39. https://doi.org/10.4314/sajee.v39i.03

5. Manyati, T. K., Kalima, B. G., Owolabi, T., & Mutsau, M. (2024). Exploring the potential for enhancing green skills training, innovation, and sustainable livelihoods in informal spaces of Harare, Zimbabwe: identifying gaps and opportunities. IIMBG Journal of Sustainable Business and Innovation, 2(1), 60-79. https://doi.org/10.1108/IJSBI-06-2023-0036

6. Caves, K. M., Ghisletta, A., Kemper, J. M., McDonald, P., & Renold, U. (2021). Meeting in the middle: TVET programs’ education–employment linkage at different stages of development. Social Sciences, 10(6), 220. https://doi.org/10.3390/socsci10060220

7. Lenziardi, R., Méxas, M. P., Lucas, M., & Sá, P. (2025). Enhancing teacher competences in education for sustainable development (ESD): A value-oriented framework. Journal of Teacher Education for Sustainability, 27(1), 6-32. https://doi.org/10.2478/jtes-2025-0002

8. Turcu, O., Brancu, C., Busu, C. (2025). The Beauty Boom: Analyzing the Socio-Economic Contribution of the Beauty Industry to the European Union. In: Busu, M. (eds) Smart Solutions for a Sustainable Future. ICBE 2024. Springer Proceedings in Business and Economics. Springer, Cham. https://doi.org/10.1007/978-3-031-78179-7_24

9. Morais, I. C. D., Nascimento, T. C. D., & Tayt-son, D. B. D. C. (2024). Reimagining beauty: Digital consumption practices in a disrupted world. BAR-Brazilian Administration Review, 21(suppl 1), e240111. https://doi.org/10.1590/1807-7692bar2024240111

10. Pan, H., Wang, R., Wang, H., & Jia, Z. (2023). Sustainable Supply Chain Management: Best Practices for Reducing Environmental Footprints in the Global Apparel Industry. ESTIDAMAA, 2023, 18-26. https://doi.org/10.70470/ESTIDAMAA/2023/003

11. Glavič, P. (2021). Evolution and current challenges of sustainable consumption and production. Sustainability, 13(16), 9379. https://doi.org/10.3390/su13169379

12. Vlahos, A., Hartman, A. E., & Ozanne, J. L. (2022). Aesthetic work as cultural competence: chasing beauty in the coproduction of aesthetic services. Journal of Service Research, 25(1), 126-142. https://doi.org/10.1177/10946705211047983

13. Zhao, Z., & Oh, E. J. (2023). Exploring Methods to Improve the Quality of Beauty Education. Frontiers in Educational Research, 6(24). https://10.25236/FER.2023.062419

14. Blose, P. (2025). Pedagogical Approaches for Teaching Education for Sustainable Development in the Technology Education Curriculum. Research in Social Sciences and Technology, 10(1), 209-232. https://doi.org/10.46303/ressat.2025.12

15. Radhakrishnan, S. (2020). Sustainable Consumption and Production Patterns in Fashion. In: Gardetti, M., Muthu, S. (eds) The UN Sustainable Development Goals for the Textile and Fashion Industry. Textile Science and Clothing Technology. Springer, Singapore. https://doi.org/10.1007/978-981-13-8787-6_4

16. Shutaleva, A. (2023). Ecological culture and critical thinking: building of a sustainable future. Sustainability, 15(18), 13492. https://doi.org/10.3390/su151813492

17. Waghid, Z. (2024). Cultivating critical thinking, social justice awareness and empathy among pre-service teachers through online discussions on global citizenship education. Journal of Creative Communications, 19(1), 74-93. https://doi.org/10.1177/09732586231194438

18. Valli, L., & Rennert-Ariev, P. (2002). New standards and assessments? Curriculum transformation in teacher education. Journal of Curriculum Studies, 34(2), 201-225. https://doi.org/10.1080/00220270110093625

19. Priestley, M. Schools, teachers, and curriculum change: A balancing act?. J Educ Change 12, 1–23 (2011). https://doi.org/10.1007/s10833-010-9140-z

20. Kandiko Howson, C., & Kingsbury, M. (2023). Curriculum change as transformational learning. Teaching in Higher Education, 28(8), 1847-1866. https://doi.org/10.1080/13562517.2021.1940923

21. Xinming, Z. (2023). Research on cultivating innovation and practical skills in higher vocational education. Frontiers in Educational Research, 6(26), 29-36. https://10.25236/FER.2023.062606

22. Aithal, P. S. and Maiya, Adithya Kumar. (2023). Innovations in Higher Education Industry – Shaping the Future. International Journal of Case Studies in Business, IT, and Education (IJCSBE), 7(4), 283-311. ISSN: 2581-6942. (2023)., Available at SSRN: https://ssrn.com/abstract=4674658

23. Parry, S., Metzger, E. Barriers to learning for sustainability: a teacher perspective. Sustain Earth Reviews 6, 2 (2023). https://doi.org/10.1186/s42055-022-00050-3

24. Lorente-Echeverría, S., Murillo-Pardo, B., & Canales-Lacruz, I. (2022). A systematic review of curriculum sustainability at university: a key challenge for improving the professional development of teachers of the future. Education Sciences, 12(11), 753. https://doi.org/10.3390/educsci12110753

25. Muschard, B., & Seliger, G. (2015). Realization of a learning environment to promote sustainable value creation in areas with insufficient infrastructure. Procedia CIRP, 32, 70-75. https://doi.org/10.1016/j.procir.2015.04.095

26. Penuel, W. R. (2019). Infrastructuring as a practice of design-based research for supporting and studying equitable implementation and sustainability of innovations. Journal of the Learning Sciences, 28(4-5), 659-677. https://doi.org/10.1080/10508406.2018.1552151

27. Thake, A. M. (2025). Transitioning to a green economy-the impact on the labor market and workforce skills. In Greening our economy for a sustainable future (pp. 163-175). Elsevier. https://doi.org/10.1016/B978-0-443-23603-7.00013-3

28. Castaño, C., Caballero, R., Noguera, J. C., Chen Austin, M., Bernal, B., Jaén-Ortega, A. A., & Ortega-Del-Rosario, M. D. L. A. (2025). Developing Sustainability Competencies Through Active Learning Strategies Across School and University Settings. Sustainability, 17(19), 8886. https://doi.org/10.3390/su17198886

29. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. bmj, 372. https://doi.org/10.1136/bmj.n71

30. Nguyen, L. T. V., Cleveland, D., Nguyen, C. T. M., & Joyce, C. (2024). Problem-based learning and the integration of sustainable development goals. Journal of Work-Applied Management, 16(2), 218-234. DOI 10.1108/JWAM-12-2023-0142

31. Holst, J., Grund, J., & Brock, A. (2024). Whole Institution Approach: measurable and highly effective in empowering learners and educators for sustainability. Sustainability Science, 19(4), 1359-1376. https://doi.org/10.1007/s11625-024-01506-5

32. Asikainen, E., & Tapani, A. (2021). Exploring the connections of education for sustainable development and entrepreneurial education—A case study of vocational teacher education in Finland. Sustainability, 13(21), 11887. https://doi.org/10.3390/su13211188

33. Chinedu, C. C., Saleem, A., & Wan Muda, W. H. N. (2023). Teaching and learning approaches: curriculum framework for sustainability literacy for technical and vocational teacher training programmes in Malaysia. Sustainability, 15(3), 2543. https://doi.org/10.3390/su15032543

34. Igberaharha, C. O. (2021). Improving the Quality of Technical Vocational Education and Training (TVET) for Sustainable Growth and Development of Nigeria. Journal of Education and e-Learning Research, 8(1), 109-115.

35. Budi, A. H. S., Juanda, E. A., Indrawan, D., Henny, H., & Masek, A. (2024). Integration of Sustainable Development Competency Points into the Telecommunication System Subjects at Vocational High School. Journal of Technical Education and Training, 16(3), 232-237. https://doi.org/10.30880/jtet.2024.16.03.016

36. Lehmann, T., Iyer-Raniga, U., & Mahoney, K. (2025). Learning for sustainability: Adult transformative learning through sustainability and culturalism perspectives. Social Sciences & Humanities Open, 11, 101523. https://doi.org/10.1016/j.ssaho.2025.101523

37. Georgieva, T., Grau, Y., Berova, M., Georgieva, R., & Yordanov, Y. (2021). Innovations in the professional education of teachers and trainers in the field of sustainable agriculture development. Bulgarian Journal of Agricultural Science, 27.

38. Furdui, A., Lupu-Dima, L., & Edelhauser, E. (2021). Implications of entrepreneurial intentions of Romanian secondary education students, over the Romanian business market development. Processes, 9(4), 665. https://doi.org/10.3390/pr9040665

39. Lambini, C. K., Goeschl, A., Wäsch, M., & Wittau, M. (2021). Achieving the sustainable development goals through company staff vocational training—The case of the federal institute for vocational education and training (bibb) inebb project. Education Sciences, 11(4), 179. https://doi.org/10.3390/educsci11040179

40. Fischer, D., & Barth, M. (2014). Key competencies for and beyond sustainable consumption: An educational contribution to the debate. Fischer, D., & Barth, M.(2014). Key Competencies for and beyond Sustainable Consumption: An Educational Contribution to the Debate. GAIA-Ecological Perspectives for Science and Society, 23, 193-200. https://doi.org/10.14512/gaia.23.S1.7

41. Balzannikov, M., Vavilova, T., & Vyshkin, E. (2015, June). Challenges in the transition to the Education for Sustainable Development paradigm in higher vocational education in Russia. In ENVIRONMENT. TECHNOLOGY. RESOURCES. Proceedings of the International Scientific and Practical Conference (Vol. 2, pp. 56-59). http://dx.doi.org/10.17770/etr2015vol2.256

42. Yang, W., Chinedu, C. C., Chen, W., Saleem, A., Ogunniran, M. O., Ñacato Estrella, D. R., & Vaca Barahona, B. (2024). Building capacity for sustainability education: An analysis of vocational teachers’ knowledge, readiness, and self-efficacy. Sustainability, 16(9), 3535. https://doi.org/10.3390/su16093535

43. Khademi-Vidra, A., & Bakos, I. M. (2023). The Impact of Sustainable Education Practices on Food Consumption Behaviours—An Experimental Study of Agrarian School’s Students in Hungary. European Journal of Contemporary Education, 12(2), 462-479. https://ejce.cherkasgu.press

44. Wee, Y., Kang, Y., & Kim, W. (2024). Smart Farming for Sustainable Agriculture: A Case Study through Korean Public TVET. Journal of Technical Education and Training, 16(2), 195-208. https://doi.org/10.30880/jtet.2024.16.02.017

45. Holst, J., Brock, A., Singer-Brodowski, M., & De Haan, G. (2020). Monitoring progress of change: Implementation of Education for Sustainable Development (ESD) within documents of the German education system. Sustainability, 12(10), 4306. https://doi.org/10.3390/su12104306

46. Holst, J., Singer‐Brodowski, M., Brock, A., & De Haan, G. (2024). Monitoring SDG 4.7: Assessing Education for Sustainable Development in policies, curricula, training of educators and student assessment (input‐indicator). Sustainable Development, 32(4), 3908-3923. DOI: 10.1002/sd.2865.