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By what criteria and how can the efficiency of education for sustainable development (ESD) be assessed or measured? Theoretical and political definitions of teacher competencies for ESD are only the first steps in the implementation process of these competencies throughout the educational system. If we want to develop an effective evaluation system of ESD, a diagnosis is needed about which ways of evaluation are accepted by teachers and which competencies needed further developments. Our research has been conducted to map teachers’ views about the possible ways to evaluate ESD. An online questionnaire was used to gain data about teachers’ view on different types of ESD evaluation. On the basis of the results, a three-level ESD evaluation system seems generally and professionally appropriate: (a) introducing ESD competencies in the mainstream teacher evaluation processes, (b) initiating awards and other appraisal system for innovative ESD teachers and schools, and (c) periodic external assessment of pupils’ and teachers’ preparedness of sustainability-related issues.

Which ways of evaluation of education for sustainability is acceptable for Hungarian teachers?