Redefining action competence: The case of sustainable development

Abstract

The concept of Action Competence (AC) has been interpreted in different ways in various domains of the educational sciences. Given the rising scholarly attention to AC, these diverse interpretations are problematic because they hinder a common understanding of the concept among scholars. We unravel the interpretation of AC as a competence of people versus that of an educational approach. We call the latter education for sustainable development (ESD), and discuss the approach as predominantly being a subjectification model of education.Furthermore, we offer an updated and refined generic definition of action competence as a competence of people. To this end, we develop an ecology of psychological concepts that underpin AC. We present a theoretical perspective based on the concepts of "action" and "competence", for stronger consideration of AC as a competence of people. We relate this generic concept of AC to concepts such as commitment, passion, knowledge, and selfefficacy for solving controversial problems. Finally, we introduce the specific concept of "Action Competence in Sustainable Development" (ACiSD) to articulate the competence of people to engage in solving sustainability issues.

Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach

“…Such knowings are crucial for action-competence [63]. However, chemistry is only one of several important knowledge areas and we agree with Sass et al when they wrote: "knowledge from different fields should not exist in a fragmented fashion, but needs to be understood as an interconnected whole" [62] (p. 299) (see also, e.g., [12,19]).…”

“…Action-competence is also connected to self-efficacy beliefs [60], beliefs about one's own actions and what the actions require [61]. It has been emphasized that citizens "need relevant action-oriented knowledge and skills" [62]…”

“…Someone, who is committed and passionate about solving a societal issue, has the relevant knowledge about the issue at stake as well as about the democratic processes involved, takes a critical but positive stance toward different ways for solving it, and has confidence in their own skills and capacities for changing the conditions for the better. [62] (p. 303).…”

A Didactic Model of Sustainability Commitment

“…To play a more active role in providing a sustainable transformation of society, it is also necessary to be knowledgeable about appropriate and effective actions for change and have the willingness, confidence and skills to carry them out [25]. However, an action is not just a physical activity, but also involves deciding what to do through a problem-solving process [23].…”

“…Action competence is now receiving more scholarly attention, particularly in the context of interpreting the concept as a latent competence or as an overarching educational approach. To redefine action competence, Sass, Boeve-de Pauw, Olsson, Gericke, De Maeyer and Van Petegem [25] break down action competence into "the willingness, commitment, knowledge, skills and confidence to engage in finding solutions to controversial problems or issues" (p. 6). The authors offer an overview and current usage of the concept of action competence in sustainable development research and undertake a critical discussion of how the term can be seen as the "competence of people to engage in solving sustainability issues" (p. 1).…”