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International large-scale assessments offer valuable opportunities to review educational outcomes from a sustainability competence perspective. This chapter builds on the conceptual overview of the European Commission’s GreenComp framework by examining how data from the Trends in International Mathematics and Science Study (TIMSS) 2023 context questionnaires relate to the four GreenComp competence areas. Latent class analysis is employed to classify grade four students into distinct profiles of sustainability engagement: Highly Engaged, Moderately Engaged, and Less Engaged. These profiles are interpreted in relation to the GreenComp framework and examined across TIMSS 2023 European education systems. Gender differences are also explored alongside analyses of the perceived roles of parents and teachers, confirming the significant part that both groups play in shaping students’ pro-environmental behaviors and sustainability engagement. Cross-national variation observed in the distribution of the profiles reveals how sustainability competences are shaped by diverse curricular, cultural, and socioeconomic factors. While TIMSS offers valuable entry points for examining sustainability engagement, limitations include item coverage, the cross-sectional nature of the data, and sample scope. The chapter concludes by underscoring the importance of integrating competence-based sustainability frameworks like GreenComp into future international assessments to enable more comprehensive and policy-relevant monitoring of sustainability competences.

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The European Sustainability Competence Framework (GreenComp) in Light of TIMSS 2023 Data

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

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  • Paulína Koršňáková,
  • Tahira Ali Qadri,
  • Wangqiong Ye

摘要

International large-scale assessments offer valuable opportunities to review educational outcomes from a sustainability competence perspective. This chapter builds on the conceptual overview of the European Commission’s GreenComp framework by examining how data from the Trends in International Mathematics and Science Study (TIMSS) 2023 context questionnaires relate to the four GreenComp competence areas. Latent class analysis is employed to classify grade four students into distinct profiles of sustainability engagement: Highly Engaged, Moderately Engaged, and Less Engaged. These profiles are interpreted in relation to the GreenComp framework and examined across TIMSS 2023 European education systems. Gender differences are also explored alongside analyses of the perceived roles of parents and teachers, confirming the significant part that both groups play in shaping students’ pro-environmental behaviors and sustainability engagement. Cross-national variation observed in the distribution of the profiles reveals how sustainability competences are shaped by diverse curricular, cultural, and socioeconomic factors. While TIMSS offers valuable entry points for examining sustainability engagement, limitations include item coverage, the cross-sectional nature of the data, and sample scope. The chapter concludes by underscoring the importance of integrating competence-based sustainability frameworks like GreenComp into future international assessments to enable more comprehensive and policy-relevant monitoring of sustainability competences.