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<p>Education for Sustainable Development (ESD) aims to equip learners with the skills necessary to shape a&#xa0;sustainable future. While underlying conceptual models facilitate the development of educational programs, assessing competency levels remains challenging. This is primarily due to time, technical or administrative effort required by established questionnaire instruments.</p><p>The Sustainability Consciousness Questionnaire, in its long (SCQ‑L; 49&#xa0;items) or short (SCQ‑S; 27&#xa0;items) version, provides a&#xa0;promising alternative by assessing the construct of sustainability awareness. Although it has been translated into several languages, a&#xa0;validated German version has not yet been published.</p><p>This study, therefore, seeks to offer a&#xa0;translated, validated and adapted version of the SCQ‑S short scale for use in secondary schools in Germany. To ensure clarity and comprehension of individual terms (e.g. “sustainable development”) and items, cognitive pretesting techniques (including paraphrasing and comprehension probing) were employed, leading to revision of four items. These were rephrased, and the adapted scale was subsequently presented to a&#xa0;larger sample (<i>N</i> = 550) to gather data for confirmatory factor analysis. The results confirmed the three-factor structure (knowingness, attitude, behavior) of the original scale from grade&#xa0;7 onwards. However, for grades&#xa0;5 and&#xa0;6, the factors could not be clearly distinguished.</p><p>The present German version of the SCQ‑S is suitable for evaluating school and extracurricular offerings in the field of ESD&#xa0;1. For the more complex competencies of emancipatory ESD&#xa0;2, other measurement instruments are still necessary.</p>

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Nachhaltigkeitsbewusstsein messen: Adaption und Validierung des SCQ-S für den Einsatz in der Sekundarstufe I und II

  • 期刊论文

  • 发表日期：

    2026年7月8日

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  • Felix Papsch,
  • Lisa Graskamp,
  • Joachim Schneider

摘要

Education for Sustainable Development (ESD) aims to equip learners with the skills necessary to shape a sustainable future. While underlying conceptual models facilitate the development of educational programs, assessing competency levels remains challenging. This is primarily due to time, technical or administrative effort required by established questionnaire instruments.

The Sustainability Consciousness Questionnaire, in its long (SCQ‑L; 49 items) or short (SCQ‑S; 27 items) version, provides a promising alternative by assessing the construct of sustainability awareness. Although it has been translated into several languages, a validated German version has not yet been published.

This study, therefore, seeks to offer a translated, validated and adapted version of the SCQ‑S short scale for use in secondary schools in Germany. To ensure clarity and comprehension of individual terms (e.g. “sustainable development”) and items, cognitive pretesting techniques (including paraphrasing and comprehension probing) were employed, leading to revision of four items. These were rephrased, and the adapted scale was subsequently presented to a larger sample (N = 550) to gather data for confirmatory factor analysis. The results confirmed the three-factor structure (knowingness, attitude, behavior) of the original scale from grade 7 onwards. However, for grades 5 and 6, the factors could not be clearly distinguished.

The present German version of the SCQ‑S is suitable for evaluating school and extracurricular offerings in the field of ESD 1. For the more complex competencies of emancipatory ESD 2, other measurement instruments are still necessary.