The article proposes a framework for developing competences in teachers related to values of education for sustainable development (ESD). Utilizing a systematic literature review (SLR), existing models and frameworks have been identified, including the CSCT (Curriculum, Sustainable Development, Competences, Teacher Training) model, and incorporated into the proposal. A value-based framework has been developed through content analysis. A set of value-related competence indicators has been identified, thereby presenting a value-based framework. The proposed competences have been categorized according to the professional dimensions of the CSCT model, adding a new dimension that names the teacher as an "educator". The main results include the identification of valued competences for ESD and the need to recognize cultural and contextual diversity in sustainability approaches. It is concluded that the proposed framework contributes to a more holistic understanding of sustainability in education, empowering educators to promote positive changes in their communities, aligning with the challenges of the Anthropocene era.