Sustainicum Collection

Consus The aim of the project is to establish a regional science-society network for sustainability innovations in Albania and Kosovo in order to strengthen the connection and collaboration of institutions in the field of higher education, research and practice.

Resource facts

  • Independent of the number of students
  • Up to 3 lecture units
  • English

Resource Description

Instruction file

CASE Sustainability Competencies Tool(Resource ID: 575)

The Competencies Tool was developed as part of the Erasmus + project CASE in a collaborative process, where the CASE project partners, students and external partners were involved. The CASE Sustainability Competencies Tool is a tool to make individual competencies for sustainable development visible and to give support to further development. It assumes a holistic understanding of competence that includes values, knowledge and the ability to implement. The aim of the tool is to initiate reflection and dialogue processes on one`s own competencies and to motivate to develop the potentials further. It can be used as support for self-evaluation as well as for feedback processes in peer-groups, with coaches or teachers. Above all, the tool is used by students in the context of sustainability-oriented teaching events, but can also be transferred to sustainability-oriented companies and non-profit organizations in a modified form.

Step 1 – Get familiar with the competencies for sustainable development

The five fields of sustainability competencies serve as a guiding frame and are divided into five sub-competencies. Students should reflect upon each sub-competence and figure out, what it means in the context of the course.

For each sub-competence impulse questions are available which help to reflect upon the own competence development.

Step 2 – Evaluate competencies in a holistic way

The tool proposes three components of competencies:

  • importance,
  • knowledge and
  • application

Students should evaluate each component on a scale from 0-3, bearing in mind that the self-assessment reflects their individual perception. The assessment-process can be guided through questions like:

  • How important is the sub-competence from my perspective? Is it in line with my prioritized values?
  • How do I assess my understanding and knowledge in the indicated field?
  • Do I apply the knowledge in practice? Which practical experiences have I gained?

Step 3 – Interpret the numeric values and start a dialogue about competencies

As a result of the evaluation, a numeric value is shown for each sub-competence and for the competence field in total, that allows several conclusions. Therefore step 3 is crucial, where students give a qualitative interpretation/justification of the results and deduce options for their own qualification path. The quantitative results can also be verified in dialogues with peers or teachers and thus deepen the reflection-process.

In this context, deviations within the three components of competencies are of particular interest. For instance, if importance is high-rated, knowledge and practical experience however low-rated, it could have implications on personal development but on development of curricula as well.

Step 4 – Compare and reconcile self- and external perception

Depending on the course’s objective and relevance of reflection- and feedback processes, the results of the self-assessment can be compared with different values:

  • Maximum: Every sub-competence has a maximum to reach, what means the expert status.
  • Results of previous assessments: the comparison with earlier assessments (for example, at the beginning of a course) shows the individual development of competencies.
  • Results of external evaluations: the comparison with the result of peer or teacher assessments supports the verification of the self-perception.

If comparative values are used, it is of particular importance to ensure that they are well embedded in a constructive dialogue and feedback setting.

Step 5 – Make competencies visible

The values, generated out of the assessment are graphically displayed in a line chart, which provides a quick overview of strengths, weaknesses and development potentials. If comparison values are used, they are displayed in a corresponding line chart.

The three components of competencies are indicated through three different colors, as the graphic below shows.








Learning Outcomes
To make individual competencies for sustainable development visible and to give support to further development
Relevance for Sustainability
The aim of the tool is to initiate reflection and dialogue processes on one`s own competencies and to motivate to develop the potentials further.

It can be used for
- Service Learning
- Sustainability Screening
- Entrepreneurial Projects
- Internship

- Self-evaluation
- External evaluation
- Pre-post comparison
- Graphical visualization
Related Teaching Resources
The tool assumes a holistic understanding of competences that includes values, knowledge and the ability to implement.
Sustainability criteria
  • Holistic thinking
  • Application oriented
  • Related to acquiring skills
  • Strengthens interpersonal competence
  • Strengthens strategic competence
Preparation Efforts
Funded by

The European Commission support for the production of this publication does not constitute
an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsiĀ­ble for any use which may be made of the information contained therein.

Comments Write Comment


Ambros Michael, Bernhardt Johanna et. al.


Michael Ambros
This teaching resource is allocated to following University:
BOKU - University of Natural Resources and Life Sciences Vienna
Centre for Global Change and Sustainable Development


Creative Commons

Pillars of Sustainability

  • social
  • environment
  • economic

Teaching Tools & Methods

  • Written material
  • Video
  • Discussion / debate
  • Reflection