An Assessment of Key Sustainability Competencies: A Review of Scales and Propositions for Validation

Autor/inn/en	Annelin, Alice; Boström, Gert-Olof
Titel	An Assessment of Key Sustainability Competencies: A Review of Scales and Propositions for Validation
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 9, S.53-69 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-05-2022-0166
Schlagwörter	Sustainability; Environmental Education; Objectives; Social Change; Teaching Methods; International Organizations; Sustainable Development; Competency Based Education; Guidelines; Research Reports; Evaluation Methods; Systems Approach; Social Values; Social Problems; Problem Solving; Thinking Skills; Futures (of Society); Capacity Building; Metacognition; Interpersonal Relationship; Role of Education + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Goal definition; Zielsetzung; Sozialer Wandel; Teaching method; Lehrmethode; Unterrichtsmethode; International organisation; International organisations; International organization; Internationale Organisation; Nachhaltige Entwicklung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Richtlinien; Research report; Forschungsbericht; Systemischer Ansatz; Sozialer Wert; Social problem; Soziales Problem; Problemlösen; Denkfähigkeit; Future; Society; Zukunft; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsauftrag
Abstract	Purpose: The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO points out how education plays an important role in transforming societies towards a sustainable future and achieving the United Nations' sustainable development goals. To plan education for sustainability, teachers need to know the students' competencies for sustainability before they come to class. Thus, a formative assessment about student competence for sustainability is needed. Design/methodology/approach: Firstly, a structured literature review of assessment tools used to measure sustainability competencies by questionnaire survey is presented. Secondly, the authors' conceptualise how the competencies influence each other and provide propositions for future research. Findings: The literature demonstrates that there is much ambiguity between prior research about the scales used and what they represent. A lack of validation across disciplines is apparent and an assessment tool that includes all eight KSCs could benefit education for sustainability. Future research could investigate how the competencies influence each other and which drivers are stronger for each discipline across different countries. A formative assessment tool can address this need. Originality/value: The findings provide a new analysis about questionnaire assessment tools used in prior research to measure sustainability competence. The authors' offer a discussion about the strengths and weaknesses found in prior research and propose suggestions for future research. Their conceptualisation also provides propositions for validating the KSCs presented in a recent framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01