The growing urgency of global sustainability challenges has intensified the need to embed Education for Sustainable Development (ESD) within Technical and Vocational Education (TVE) systems. Despite policy-level commitments, a persistent gap exists in effectively integrating sustainability competencies into teacher preparation programs. This study develops an analytical model based on a systematic literature review of foundational and contemporary works in sustainability education, teacher training, and vocational systems. The paper synthesizes theoretical frameworks, pedagogical approaches, and institutional strategies to construct a multi-dimensional integration model tailored for TVE teacher education. The findings highlight critical dimensions including competency alignment, curriculum transformation, pedagogical innovation, institutional readiness, and assessment mechanisms. The proposed model offers a structured pathway for embedding sustainability competencies within teacher preparation programs, emphasizing both technical skills and socio-ecological awareness. The study contributes to bridging the disconnect between sustainability theory and vocational teaching practice while identifying implementation challenges and future research directions.

Education for Sustainable Development, TVE Teacher Training, Sustainability Competencies, Analytical Model

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