Abstract
Land use change, natural resource use and climate change are challenging Sustainable Development issues (SDGs 13–15). Fostering the competencies to deal with such issues is one core task for current educational endeavors. Among these competencies, decision-making competencies are central. In detail, we investigate how learners evaluate alternative decision-making options to improve existing competence models. We exemplify our competence modelling approach using the designation of a Marine Protected Area. The cross-sectional sample consists of secondary school students and student teachers (N = 760). Partial Credit modelling shows that quantitative modelling of decision-making options is a different competence dimension than perspective taking if contextualized for Sustainable Development. In quantitative modelling, mathematical modelling is used to evaluate and reflect on decision-making options. Perspective taking covers the ability to consider different normative perspectives on Sustainable Development issues. Both dimensions show plausible (latent) correlations with related constructs within the nomological net, i.e., with qualitative arguing, economic literacy, mathematical competencies, reading competencies and analytical problem solving. Furthermore, person-abilities increase with level of education for both dimensions. The identified competence dimensions quantitative modelling and perspective taking were successfully modelled and shown to be distinct; the resulting measuring instrument is reliable and valid.
Highlights
Natural resource use and climate change are Sustainable Development issues (SDGs 13–15; see Section 1.1) [1] for which a suitable selection of policy measures is of paramount importance
The analysis of the fit parameters indicates that all items fit the requirements made explicit in Section 2.4 Procedure in Competence Modelling
This research on competence modelling deepens the insights on the structure of the competence model on decision making for Sustainable Development
Summary
Natural resource use and climate change are Sustainable Development issues (SDGs 13–15; see Section 1.1) [1] for which a suitable selection of policy measures is of paramount importance. Decision making on real-world policy measures frequently relies on quantitative data on the effects of the implementation of alternative policy options: If sufficiently valid and accurate data are available, modern decision theory makes extensive use of quantitative data [2] This crucial quantitative aspect is inadequately reflected within Education for Sustainable Development (ESD) to date. It will often be essential to quantitatively compare the magnitudes of ecological, social and economic advantages as well as disadvantages of policy options restricting the use of land or other environmental resources. This is relevant if advantages and disadvantages are born by different stakeholder groups. Qualitative argumentation is insufficient here [5]
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