SynopsisThe thesis examines the topic: which individual key competencies are crucial for understanding central challenges facing world society (such as climate change, biodiversity loss, poverty and injustice), and for facilitating its development towards a more sustainable future?
Education for sustainable development (ESD) can be understood as aiming to develop key competencies that enable individuals to help world society progress in a more sustainable direction. There is, as yet, no agreement in the international ESD discourse about which are the most important key competencies within such a framing. In a two-round Delphi study (September 2008–February 2009), 70 selected ESD experts from Europe (Germany and the UK) and Latin America (Chile, Ecuador and Mexico) discussed and defined a range of key competencies that might be encouraged through education to that end. These were condensed to 12 key competencies, all of which were considered relevant for sustainable development in the Global North and South.
Systemic thinking, anticipatory thinking and critical thinking top the list of competencies; these were primarily justified through reference to the challenges of complexity, uncertainty, risks and the high velocity of societal (global) change. The study also reveals minor differences between the European and Latin-American participants. The European experts attach more importance to competencies associated with empathy and change of perspective, while their Latin-American colleagues assign more weight to those of cooperation and participation.
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↑ https://www.tandfonline.com/doi/abs/10.1080/13504622.2012.697547?needAccess=true#aHR0cHM6Ly93d3cudGFuZGZvbmxpbmUuY29tL2RvaS9wZGYvMTAuMTA4MC8xMzUwNDYyMi4yMDEyLjY5NzU0Nz9uZWVkQWNjZXNzPXRydWVAQEAw