To address the lack of discipline-specific, operational competency frameworks for transformative pedagogy among Chinese pre-service visual-arts teachers in the ESD context, we developed and conducted a preliminary examination of a smart-teaching competency framework. We used a two-round modified Delphi (N=20; 100% response rate in both rounds) to gather expert ratings and revision comments across five dimensions—Teaching Awareness, Teaching Knowledge and Skills, Teaching Organization, Teaching Assessment, and Holistic Education Ability. Item retention and revision were based on item means and the coefficient of variation (thresholds: mean ≥ 3.50; Vi < 0.25); Cronbach’s α and the expert authority coefficient (Cr; Cr ≥ 0.70 indicates high authority) were reported. The study yielded a five-dimensional, twenty-indicator framework with discipline-specific operational definitions, and round-two results showed higher α and more convergent expert judgments. The framework is conceptually aligned with GreenComp’s values–complexity–futures–action pathway and is applicable to course Goal–Activity–Evidence (GAE) blueprints and practicum observation rubrics; indicator weights and student outcomes were not reported, and future work will conduct AHP weighting and structural validity testing. This framework provides a teachable, assessable, and improvable implementation pathway for the development of sustainability competencies (GAE/REM).
