Since on one of her first slides (and here is a link to the slides that contains links to all resources mentioned below, too) last night, Karen Costa invited participants to engage and share resources via all kinds of channels (in the chat, backchannel, tweets, posts, during the webinar and folks watching the recording — I love an explicit call to action like that!), here are the points and resources that I want to remember and that might be useful for you, too!

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As I wrote recently when discussing frameworks for sustainability competencies, intrapersonal competencies have only recently been added as integral parts to the common frameworks. Today, I am summarising an article by Libertson (2023) on “Inner transitions in higher education in Sweden: incorporating intra-personal skills in education for sustainable development”.

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I like using the Redman & Wiek (2021) framework for sustainability competencies that shows  sustainability competencies relating to each other as well as to disciplinary content and generic competencies. But in an article they wrote 10 years before (Wiek et al., 2011), they show a graphic that I have re-imagined here, and where I included integration & intrapersonal competences, that only made it into their framework later but that are needed throughout, because obviously all competences need to play together, and this needs to happen in a way that does not lead into burnout. They are also included in a version of the Wiek et al., (2011) framework that Brundiers et al. (2021) published.

I think a visualisation like this one of where the different sustainability competencies become relevant in any work towards a sustainable future can be very helpful in curriculum planning when looking at how to weave sustainability competencies through all activities and assessment!

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Over the summer, I have read a lot about sustainability competencies. But I still find it really difficult to implement them into curricula (or build curricula around them from scratch), so the article “Implementing competence orientation: Towards constructively aligned education for sustainable development in university-level teaching-and-learning” by Wilhelm et al. (2019) sounds like it could be useful there!

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I’m currently preparing for several consulting projects where I’ll be supporting groups of teachers with developing their teaching to include a focus on sustainability competencies, so I am looking through what other people have done and what I can learn from that. Today, the “you have a part to play” toolkit for higher education for sustainability (Meerkerk, de Mul & Broekhaus; 2024).

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Continuing my mission of “I am reading it so you don’t have to” on a new book: Competences in Education for Sustainable Development. Critical Perspectives by Vare, Lausselet, & Rieckmann (2022). This is my summary of their Part I, and I was really positively surprised by how much I enjoyed reading the book so far, especially the critical perspectives! And very much worth reading in the original, not just my super brief and very biassed summary!

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