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Education for Sustainable Development (ESD) is recognized for its ability to provide individuals with competencies, knowledge, skills, and values necessary to address contemporary global challenges. Although Action Competence in Sustainable Development (ACiSD) is gaining popularity, there are limited systematic reviews on the contributing factors, motivation, and learning strategies associated with developing ACiSD. This review aims to enhance knowledge on the contributing factors and learning strategies that foster ACiSD. A systematic search conducted using the Web of Science and Scopus databases yielded 58 papers. The identified factors include action-oriented and participatory pedagogies, holistic teaching and learning materials, teacher training and development, and school organisations. These factors align with the whole school approach (WSA), which seeks to include sustainability at the whole school level, including pedagogy and learning, curricula, community connections, capacity building and leadership and coordination. However, WSAs have had limited impact on sustainability actions due to implementation challenges, which can be addressed through collaboration with stakeholders, and democratic decision-making. This study contributes to existing knowledge on the relevance of action-oriented courses in enhancing students¡¯ motivation and learning strategies. Further studies are needed to evaluate how WSAs foster action competence at the immediate and long-term levels.Education for Sustainable Development (ESD) is recognised for its ability to provide individuals with competencies, knowledge, skills, and values necessary to address contemporary global challenges. Although Action Competence in Sustainable Development (ACiSD) is gaining popularity, there are limited systematic reviews on the contributing factors, motivation, and learning strategies associated with developing ACiSD. This review aims to enhance knowledge on the contributing factors and learning strategies that foster ACiSD. A systematic search conducted using the Web of Science and Scopus databases yielded 58 papers. The identified factors include action-oriented and participatory pedagogies, holistic teaching and learning materials, teacher training and development, and school organisations. These factors align with the whole school approach (WSA), which seeks to include sustainability at the whole school level, including pedagogy and learning, curricula, community connections, capacity building and leadership and coordination. However, WSAs have had limited impact on sustainability actions due to implementation challenges, which can be addressed through collaboration with stakeholders, and democratic decision-making. This study contributes to existing knowledge on the relevance of action-oriented courses in enhancing students¡¯ motivation and learning strategies. Further studies are needed to evaluate how WSAs foster action competence at the immediate and long-term levels.