In the context of achieving China’s Agenda 21 for Sustainable Development (SD), it is crucial for TVET to explore its own reforms to meet the increasing demand for green skills, and serve and promote sustainable development of the social economy. Zhang and Zhang (2012) point out that the significant tasks for TVET institutes, in addition to empowering students with theoretical knowledge and professional skills, more importantly, are developing students’ competencies for SD. The aim of this article is to try to synthesize the existing literature and studies, summarize relevant information and available evidence to find factors that affect vocational students’ competencies for SD in terms of teaching and learning process of TVET.
