ESD Competencies
UNESCO have identified several key competencies that individuals need in order to achieve the Sustainable Development Goals (SDGs), and it is envisaged that these competencies will be developed through education. These competencies are necessary for all learners of all ages, worldwide, and should be developed at levels appropriate to age and context. They are not intended to replace competencies required for specific situations, but to encompass them.
In this section we will examine these competencies and how we can embed them into our programmes and modules.
Competencies:
Systems Thinking - Holistic view of interconnected elements.
‘To recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty.’
This involves understanding how different elements within a system interact and influence each other.
Anticipatory Competency - Proactive mindset for future planning.
‘To understand and evaluate multiple futures – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes.’
This helps students think ahead and prepare for future challenges.
Normative Competency - Values-driven decision-making and standards.
‘To understand and reflect on the norms and values that underlie one’s actions; and to negotiate sustainability values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions.’
This competency encourages ethical thinking and value-based decision-making.
Strategic Competency - Aligning actions with long-term goals.
‘To collectively develop and implement innovative actions that further sustainability at the local level and further afield.’
This involves planning, implementing, and evaluating strategies for sustainable development.
Collaborative Competency - Working effectively within diverse teams.
‘To learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving.’
This competency emphasises the importance of cooperation and communication in achieving sustainability goals.
Critical Thinking Competency - Analysing information for informed decisions.
‘To question norms, practices, and opinions; to reflect on one’s own values, perceptions and actions; and to take a position in the sustainability discourse.’
This encourages students to think critically about sustainability issues and their own role in addressing them.
Self-Awareness - Understanding personal strengths and weaknesses.
‘To reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires.’
This competency promotes personal growth and self-reflection
Integrated Problem Solving - Combining disciplines for comprehensive solutions.
‘The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive, and equitable solution options that promote sustainable development, integrating the competences mentioned above.’
This involves integrating knowledge from various disciplines to address sustainability challenges
Competencies cited and adapted from UNESCO, 2017, p.10.
The UNESCO competencies are broadly agreed upon and widely used. Most disciplines already encompass some or all of these competencies. It is helpful to know which are already supported by your own disciplinary context, and which are under-represented.
For example, students educated in ecology will automatically encounter systems thinking, whereas the literary arts are more likely to provide support for anticipatory and normative competencies, and social science students will most naturally develop critical thinking competencies (Sterling 2011, p. 40-49).
Identifying ESD competencies already in your programme or module
Levels of Proficiency
It could be helpful to consider levels of proficiency in the ESD competencies according to the levels defined in Bloom’s Taxonomy (see Centre for Academic Practice website on Learning Outcomes - Using Taxonomies):
- Beginner (Knowledge): Recall facts, terms, and basic concepts.
- Intermediate (Comprehension and Application): Understand, explain, and apply knowledge.
- Advanced (Analysis and Synthesis): Analyse, evaluate, and create based on understanding.
- Expert (Evaluation and Creation): Critically evaluate, synthesize, and generate new insights
While it is unlikely that a single module will enable learners to develop each competency, it is important that all eight are addressed at some point throughout the programme. Thus, it is important also to map the ESD competencies across a full programme. In addition, learners may be expected to develop proficiency as they progress through a programme perhaps developing a beginner/intermediate level in Junior Freshman year and becoming expert by Senior Sophister.
What if my module does not encompass any of the ESD competencies?
If your module does not encompass any of the ESD competencies, it would be important to reconsider the aims and learning outcomes of the module. In the case of a full programme, this should be done as part of a needs analysis for curriculum (re)design.
Key Takeaways
- UNESCO have defined eight key competencies to be achieved at an appropriate level by all learners.
- Most disciplines within higher education will encompass one or more of these competencies.
- Within any programme or module, achievement of these competencies can be at varying levels.
Additional Resources
- For those perhaps already familiar with the EU GeenComp Framework the table linked to here can be used as a rough guide to explore the similarities between the ESD and EU GreenComp competencies.
- Rockström, J. & Sukhdev, P. (2016). The SDGs Wedding Cake. Stockholm Resilience Centre, Stockholm University.
- Sterling, P. S. (2011). Future Fit: An introductory guide to teaching and learning for sustainability in HE.
- UN/UNESCO. (2015). UN Sustainable Development Goals.
- UNESCO (2017) Education for Sustainable Development Goals: learning objectives.
- van Berkum, M., Diederen, J., Buijsse, C. A. P., Boom, R. M., & den Brok, P. J. (2024). Competencies in higher education: identifying and selecting important competencies based on graduates & professionals in food technology. European Journal of Engineering Education, 49(3), 434–453.
The content of this publication has not been approved by the United Nations and does not reflect the views of the United Nations or its officials or Member States. Please see their Sustainable Development Goals communications page for more details.
If you are looking for further assistance with ESD curriculum design in Trinity, please contact the Academic Practice team.