Abstract
Scholars and educators largely agree on a framework that integrates a small set of key competencies in sustainability as learning objectives for courses and programs in higher education. However, the current practice of using these key competencies often falls short due to insufficient competence coverage and integration, competence operationalization, alignment between competencies and pedagogies, assessment of competence development, and assessment of professional success. Herein, we briefly review these shortcomings and outline ways to overcome them, including institutional reforms—providing guidance to scholars, educators, and administrators on how to improve competencies-based educational practice and better contribute to advancing sustainability.
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Acknowledgements
The authors gratefully acknowledge funding from the Lower Saxony Ministry of Science and Culture and the Volkswagen Foundation for the grant “Educating Future Change Agents—Higher Education as a Motor of the Sustainability Transformation” (A115235) through the program “Science for Sustainable Development.”
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Wiek, A., Redman, A. (2022). What Do Key Competencies in Sustainability Offer and How to Use Them. In: Vare, P., Lausselet, N., Rieckmann, M. (eds) Competences in Education for Sustainable Development. Sustainable Development Goals Series. Springer, Cham. https://doi.org/10.1007/978-3-030-91055-6_4
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