Competences to Address SDGs in Higher Education—A Reflection on the Equilibrium between Systemic and Personal Approaches to Achieve Transformative Action

Abstract

Competence-oriented teaching that leads to the sustainable transformation of both the individual and society requires a holistic learning process that addresses the cognitive, socio-emotional and behavioural domains of learning in a balanced way. This article questions whether a personal dimension of competences (addressing the individual’s values, attitudes, and lived experiences) is relevant for higher education in addition to the systemic dimension (learning objectives emphasizing cognitive processes). A theoretical concept for analysing competence frameworks from this point of view was developed in a multi-step qualitative research process: two existing competence frameworks underpinning international ESD policies were compared and, based on the findings, an analytical tool to analyse competence dimensions was drafted as a two-dimensional matrix. This tool was tested on competence frameworks reported in the literature and on examples from practice in confrontation with related academic discussion. The analysis of sustainability competences with this tool illustrates the transformative dimension on a scale from holistic thinking through future orientation to achieving transformation, and the normative dimension that indicates the complementarity of the personal and systemic character of competences. The analysed competence frameworks include competences more or less evenly distributed in both dimensions; the competences in the socio-emotional learning domain were often associated with envisioning change and achieving sustainable transformation. As anticipating the future in an active way is relevant for sustainability-oriented HE programs, not only should this dimension of competences be afforded greater consideration, but pedagogies addressing the personal level should also be further investigated and implemented in HE.

A Framework of Professional Transferable Competences for System Innovation: Enabling Leadership and Agency for Sustainable Development

“…As Dlouhá et al stated: "Competences underpin not only the instrumental processes of knowledge transfer and appropriation but also activation in goal-oriented, ethically grounded actions in practical situations. In the field of sustainable development (SD), the integrative character of competences is especially important" [28] (p. 2). To solve most societal problems, it is not sufficient to use cognitive functions such as knowledge (theoretical background) or skills (methodological capabilities within an area of practice).…”

Exploring knowledge of prospective biology teacher about Education for Sustainable Development

“…This this is consistent with the results of this study, where prospective teachers are more likely to show knowledge on knowledge competencies. ESD competency evaluation tools must ensure progress in the development of values, skills and behaviors related to sustainability (Dlouh, Heras, Mul, Salgado, & Henderson, 2019).…”

Bildung für nachhaltige Entwicklung – Von Projekten zum Whole-Institution Approach

“…Die Ergebnisse des DeSeCo-Projekts haben Eingang in den deutschen BNE-Diskurs gefunden, so dass Gestaltungskompetenz in Beziehung zu den DeSeCo-Schlüsselkompetenzen gesetzt wird (de Haan, 2008). Zudem findet auch auf der internationalen Ebene eine explizite Auseinandersetzung mit der Kompetenzförderung durch Bildung für nachhaltige Entwicklung statt (Dlouhá, Heras, Mulà, Perez Salgado, & Henderson, 2019;Lozano et al, 2017;Mogensen & Schnack, 2010;Rieckmann, 2018;Thomas, Barth, & Day, 2013;UNESCO, 2017;Wals, 2010;Wiek et al, 2011Wiek et al, , 2016. In einer Delphi-Studie mit ExpertInnen für Bildung für nachhaltige Entwicklung aus Deutschland, England, Ecuador, Chile und Mexiko (Rieckmann, 2010(Rieckmann, , 2011 konnte gezeigt werden, dass die in den unterschiedlichen (nationalen) Diskursen diskutierten Schlüsselkompetenzen international vergleichbar sind.…”