Pre-Analysis of Literacy for Sustainability with Learning for Sustainability Assessment
Keywords:
Sustainability literacy, Analysis, Progressivity of learning, Continuing education, AssesmentAbstract
This study analyzed students' sustainability literacy using a four-dimensional progressive scale: Non-Awareness, Awareness, Responsibility, and Taking on Leadership Role. Data from 50 students revealed a bimodal distribution, with highest concentrations at the Awareness stage (38%) and Leadership stage (40%), while only 20% were at Responsibility and 2% at Non-Awareness. This indicates a significant gap in sustainability learning progression, where transition from awareness to responsibility does not occur linearly. The high proportion at leadership level demonstrates great potential for developing sustainability change agents, but low representation at responsibility stage highlights the need for reformulated pedagogical strategies. These findings align with recent research showing sustainability literacy develops non-sequentially and requires specific interventions at transition stages. The study recommends developing experiential and project-based learning programs to strengthen the Responsibility stage, alongside a holistic approach integrating environmental, social, and economic domains to address complex future sustainability challenges.
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