Application-Oriented Development of Outcome Indicators for Measuring Students’ Sustainability Competencies: Turning from Input Focus to Outcome Orientation

Abstract

AbstractSince the Brundtland Report and the Agenda 21 conference in Rio, many Education for Sustainable Development (ESD) programs have been launched. However, until now, empirical data on the impact and outcome of ESD initiatives within educational settings is scarce. This chapter explores the assessment of sustainability competencies including cognitive, affective, and behavioral domains, by presenting different possibilities, results, and limitations of ESD assessment goals and frameworks. This contribution emerges from a collaboration of researchers on the operationalization and measurement of ESD outcomes at the University of Education Freiburg and the Otto-von-Guericke University Magdeburg. Data from a longitudinal measurement with students in secondary schools (grades 5–8, n = 1324, age 9–16) in the state of Baden-Württemberg was analyzed to gain a clearer picture of the development of students’ sustainability competencies within 1 school year. This data shows that measuring the outcome of ESD teaching programs is possible. Using these empirical measures could thereby facilitate decision-making on ESD measures for many different levels.KeywordsESDMeasurementOutcomeSustainability competenciesIndicators