This article examines the current state of ESG (Environmental, Social, Governance) competency development within the framework of technological education and provides a comparative analysis of foreign practices. The study investigates key integration models, pedagogical approaches, and outcomes of ESG incorporation within technological education systems in Finland, Germany, Japan, South Korea, and the United States. Pressing challenges in introducing ESG competencies within the Uzbek context are identified, and systemic recommendations aimed at addressing them are developed. The findings scientifically substantiate the need to update professional competencies and integrate sustainable development principles into the technological education process.

ESG competencies, technological education, sustainable development, foreign experience, green skills, ecological literacy, professional education.

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