The sustainability literacy assessment instruments

A systematic literature review

Bibliographic Data

ID21720787
AuthorsRolf Saarna (0009-0004-0462-0829), Anne Laius (0000-0002-3063-0666)
Year2025
Publication date2025-06-17
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Sustainability in Higher Education (JOURNAL)
Journal identifiersISSN: 1467-6370 • E-ISSN: 1758-6739
PublisherEmerald (PUBLISHER)
DOI10.1108/ijshe-01-2025-0048
OpenAlexW4411328261
LanguageEN
Citations received2
References cited59

Purpose The urgency of environmental and societal challenges has intensified the global focus on sustainable development, making sustainability literacy essential. Achieving this requires a transformative educational approach. This paper aims to explore how sustainability literacy is conceptualized, measured and assessed in educational research, synthesizing existing assessment instruments. Design/methodology/approach Sustainability literacy encompasses knowledge, skills, attitudes and values necessary for sustainability-oriented behaviors. This study uses a systematic literature review to analyze assessment methodologies, evaluating their reliability and applicability. Two primary approaches emerge: adapting and modifying existing research instruments and using publicly available sustainability tests, with Sulitest (sustainability literacy test) identified as one of the most comprehensive tools. The absence of a universal sustainability literacy test reveals a critical gap in educational research and practice. Findings Nearly half of the reviewed assessments lacked rigorous piloting and validation, highlighting methodological weaknesses. The findings emphasize the need for more robust, reliable and valid instruments to measure sustainability literacy, which is fundamental to education for sustainable development. Strengthening assessment methodologies will enhance sustainability education (SE) and provide deeper insights into learning outcomes. Originality/value This study systematically evaluates existing sustainability literacy assessment tools, identifying critical gaps and the need for standardized, validated instruments. By bridging theoretical insights with practical implications, it underscores the necessity for a globally recognized framework for sustainability literacy assessment, ultimately advancing SE and supporting global development goals

Literacy · Pedagogy · Sociology · Sustainability · Environmental Education and Sustainability · Psychology · Service-Learning and Community Engagement · Sustainability in Higher Education · Ecology

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