Sustainability Literacy Assessment
The initiative aims to provide regular measurement of knowledge, understanding, and awareness of key sustainability principles, while supporting the integration of sustainability themes into teaching, learning, and institutional management practices.
The assessment covers all academic programmes and levels of study, ensuring broad participation across all faculties and organisational units.
Assessment Instrument
The assessment is conducted using the institutional tool Sustainability Literacy Assessment (SLA), designed to measure sustainability literacy across the university community.
Within this framework, sustainability literacy is understood as a multidimensional competency comprising:
- knowledge of environmental systems and processes;
- understanding of social and economic systems;
- capacity for systems thinking;
- understanding of societal and technological transformation processes.
Results are based on individual responses, which are analysed in an aggregated form to generate an institutional index. Individual responses are not used for personal evaluation.
Methodological and Conceptual Framework
The assessment is grounded in internationally recognised sustainability education frameworks, including:
- the Planetary Boundaries framework;
- IPCC assessment reports on climate change;
- the United Nations Sustainable Development Goals (SDGs);
- the IPBES framework on transformative change.
These scientific and policy frameworks ensure alignment with global standards for sustainability assessment in higher education.
The assessment is designed to measure different levels of cognitive understanding, ranging from foundational knowledge to systems-level and transformative thinking.
Assessment Structure
The SLA consists of three interrelated domains:
- Earth Systems (environmental boundaries and processes of the Earth system) – 40%
- Human Welfare (social foundations and the United Nations Sustainable Development Goals) – 30%
- Transformation Systems (systemic transformation tools for achieving sustainability) – 30%
The weighting structure reflects a balance between environmental foundations, socio-economic systems, and transformative processes of sustainability.
Cognitive Model
Each task within the SLA is classified according to levels of cognitive complexity:
- C1 – foundational knowledge;
- C2 – conceptual understanding;
- C3 – systems thinking;
- C4 – transformative thinking.
The instrument design ensures a balanced distribution of tasks across cognitive levels, with an emphasis on systems thinking and analytical reasoning development.
Scoring Method
To ensure high validity and objectivity, this tool utilizes a comprehensive weighted scoring system aligned with international educational standards (Bloom’s Taxonomy).
Each question is weighted according to its level of cognitive demand:
- Level 1 (C1-C2): Assessment of foundational awareness and terminology – 1 point.
- Level 2 (C3): Assessment of systemic analysis skills and understanding of cause-and-effect relationships – 2 points.
- Level 3 (C4): Assessment of transformative competency and strategic decision-making capabilities – 3 points.
Three profile indicators are calculated based on the percentage of the maximum possible score achieved in each block:
- ES (Environmental Systems): Knowledge level regarding planetary ecological stability.
- HW (Human Welfare): Level of understanding concerning social equity and human well-being.
- TS (Transformation Systems): Capacity for systemic economic and innovative transitions.
SLA Index Interpretation Scale
| Score (SLA Index) | Proficiency Level | Result Description |
|---|---|---|
| 0–39 | Foundational (Awareness) | Basic awareness. Recognition of individual terms without a holistic view of systemic interconnections. |
| 40–59 | Functional (Literacy) | Functional literacy. Ability to identify core challenges and the fundamental principles of sustainable development. |
| 60–74 | Applied (Competency) | Applied competency. Understanding the mechanisms for implementing sustainable practices in real-world contexts. |
| 75–89 | Advanced (Leadership) | Developed systems thinking. Capacity to analyse complex interdependencies and propose strategic solutions. |
| 90–100 | Expert (Expertise) | High-level systemic and transformative competency. Readiness for strategic change management and institutional leadership. |
SLA Index
The final score is determined by a formula that accounts for the strategic priority of each thematic pillar:
SLA = (ES × 0.40) + (HW × 0.30) + (TS × 0.30)
Interpretation scale:
- 0 – 39: basic awareness
- 40 – 59: functional literacy
- 60 – 74: applied competence
- 75 – 89: advanced systems thinking
- 90 – 100: high level of systems and transformative competence
Implementation Format
The assessment is delivered through an online institutional tool accessible to all members of the university community.
Access to the tool:
Participation is open to students, academic staff, and administrative personnel.
Use of Results
Results are analysed in an aggregated form and used to:
- improve educational programmes in sustainability
- support professional development of academic and administrative staff
- strengthen the integration of sustainability across institutional processes
- monitor the university’s progress in sustainability education
The assessment contributes to fostering an institutional culture of sustainability through broad engagement of all categories of the university community.
