Learning Outcomes in the Context of Education for Sustainability: Foci, Articulations and Assessments

The description of learning outcomes in Education for Sustainability (EfS) literature and the operationalisation of these into higher education assessment tools as well as in quality/reporting frameworks (such as accreditation standards) shape how the desired learning outcomes of EfS are defined, conceptualised, operationalised and assessed. As previously identified, educational assessments on sustainability are prone to validity issues regarding the contested nature of the concept. In this chapter, we aim to add clarity about what learning outcomes in the context of EfS are, based on how they are conceptualised in the literature as well as operationalised in frameworks and tools. Existing theories on the foci of EfS learning outcomes are extended by introducing the dispositions, knowledge, skills and behaviour (DKSB) framework. Using the DKSB framework, this chapter examines how EfS learning outcomes are articulated in the literature and policy documents, as well as operationalised into quality standards and assessment frameworks. In the discussion, how EfS outcomes are related is described, validity issues that can arise when assessing EfS are noted, and some useful tools for assessing EfS learning outcomes are discussed.