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S. Albareda-Tiana et al.
1 Introduction
This paper reviews the generic competencies in sustainability in HE and provides a
compilation of these competencies in sustainability as a resource to facilitate their
assessment in different education degree programmes. This important task of assessing generic competencies in sustainability is not easy since two new paradigms for
teachers converge: first, the adaptation of the new educational model of assessing
competencies and, second, the development of sustainability awareness leading to a
better world for new generations.
The framework of the EHEA defines and evaluates all kinds of educational qualifications and establishes what skills students must achieve (EHEA 2009). The
Bologna process in Europe and the Decade of Education for Sustainable Development 2005–2014 (UNESCO 2005a, b) have catalysed a debate on which competencies for sustainability in education future professionals should acquire and, hence,
which ones should be worked on in universities (Aznar and Ull 2009; Barth 2007;
Kraker et al. 2007; Sleurs 2008; UNESCO 2017).
Both the generic (common to any type of qualification) and specific (related to
a particular field of knowledge) (Aznar and Ull 2009; UNESCO 2017) competencies for sustainability have been introduced into new degrees in a complex transition
process in which both conceptual and methodological difficulties were encountered.
On the one hand, there is the difficulty of understanding the competencies for sustainability, which is associated with the difficulty of understanding the concept of
Education for Sustainable Development (ESD) (Wals 2009), and the concept of sustainability (Lozano 2008) including the integral view recommended in the preamble
of the 2030 Agenda (UN 2015). On the other hand, the creation of the EHEA has
meant a methodological change. It has gone from the traditional system of passing
subjects by acquiring certain knowledge, to the assessment of learning results through
competencies, which, in addition to knowledge, includes procedures, attitudes and
values. This methodological change is bringing about a revolution in teaching and
learning methods (Cano 2008) at universities, which, logically, also affects implementing sustainability in the curriculum of universities (Sterling 2004; Mulà et al.
2007; Tilbury and Wortman 2004; UNECE 2013; García-González et al. 2017).
According to the resolution of the UN General Assembly to declare a Decade of
Education for Sustainable Development (2005–2014) “Emphasizing that education
is an indispensable element for achieving sustainable development” (UN 2002), and
to the Education for Sustainable Development Goals: Learning Objectives publication, education has a responsibility in promoting the right values and skills for
implementing the SDGs (UNESCO 2017).
The University, as an institution dedicated to the creation and transmission of
knowledge through research and teaching, plays a leading role in the diffusion and
application of possible solutions and alternatives to the socio-environmental problems our current society faces (UNESCO 2005a, b; UN 2012). The challenge is for
future professionals who must have competencies in sustainability to find solutions
S. Albareda-Tiana et al.
1 Introduction
This paper reviews the generic competencies in sustainability in HE and provides a
compilation of these competencies in sustainability as a resource to facilitate their
assessment in different education degree programmes. This important task of assessing generic competencies in sustainability is not easy since two new paradigms for
teachers converge: first, the adaptation of the new educational model of assessing
competencies and, second, the development of sustainability awareness leading to a
better world for new generations.
The framework of the EHEA defines and evaluates all kinds of educational qualifications and establishes what skills students must achieve (EHEA 2009). The
Bologna process in Europe and the Decade of Education for Sustainable Development 2005–2014 (UNESCO 2005a, b) have catalysed a debate on which competencies for sustainability in education future professionals should acquire and, hence,
which ones should be worked on in universities (Aznar and Ull 2009; Barth 2007;
Kraker et al. 2007; Sleurs 2008; UNESCO 2017).
Both the generic (common to any type of qualification) and specific (related to
a particular field of knowledge) (Aznar and Ull 2009; UNESCO 2017) competencies for sustainability have been introduced into new degrees in a complex transition
process in which both conceptual and methodological difficulties were encountered.
On the one hand, there is the difficulty of understanding the competencies for sustainability, which is associated with the difficulty of understanding the concept of
Education for Sustainable Development (ESD) (Wals 2009), and the concept of sustainability (Lozano 2008) including the integral view recommended in the preamble
of the 2030 Agenda (UN 2015). On the other hand, the creation of the EHEA has
meant a methodological change. It has gone from the traditional system of passing
subjects by acquiring certain knowledge, to the assessment of learning results through
competencies, which, in addition to knowledge, includes procedures, attitudes and
values. This methodological change is bringing about a revolution in teaching and
learning methods (Cano 2008) at universities, which, logically, also affects implementing sustainability in the curriculum of universities (Sterling 2004; Mulà et al.
2007; Tilbury and Wortman 2004; UNECE 2013; García-González et al. 2017).
According to the resolution of the UN General Assembly to declare a Decade of
Education for Sustainable Development (2005–2014) “Emphasizing that education
is an indispensable element for achieving sustainable development” (UN 2002), and
to the Education for Sustainable Development Goals: Learning Objectives publication, education has a responsibility in promoting the right values and skills for
implementing the SDGs (UNESCO 2017).
The University, as an institution dedicated to the creation and transmission of
knowledge through research and teaching, plays a leading role in the diffusion and
application of possible solutions and alternatives to the socio-environmental problems our current society faces (UNESCO 2005a, b; UN 2012). The challenge is for
future professionals who must have competencies in sustainability to find solutions