ASSESSMENT OF SUSTAINABLE DEVELOPMENT COMPETENCIES IN THE CONTEXT OF EDUCATION TRANSFORMATION
Abstract
Approaches to assessing sustainable development competencies in the context of the transformation of modern education are examines in the article. The relevance of the study is conditioned by the growing role of Education for Sustainable Development (ESD) as a key factor in achieving the Sustainable Development Goals (SDGs) and the need to rethink approaches to defining learning outcomes within the shift toward a competency-based paradigm. International approaches to defining the content of sustainable development competencies are analyzed, in particular the concept of key competencies proposed by UNESCO, as well as the competency framework for educators developed by UNECE, which is based on a holistic approach, the formation of a vision for change, and the achievement of transformation.
It has been established that sustainable development competencies are transversal and interdisciplinary in nature, combining cognitive, practical, and value-based components, and are formed under conditions of uncertainty and dynamic change.
It is substantiated that traditional approaches to assessing educational outcomes do not ensure a comprehensive measurement of such competencies, which necessitates the use of complex, context-sensitive assessment methods. It is shown that in the context of educational transformation, the role of assessment is changing, gradually shifting from a control function to a developmental support function and becoming an important factor in the formation of sustainable development competencies
It is concluded that the assessment of sustainable development competencies is an integral component of transformational processes in education, it reflects changes in educational goals and learning outcomes, and contributes to developing learners’ ability to act responsibly in the face of contemporary global challenges. Prospects for further research are outlined, particularly those related to adapting international experience to the national context and implementing innovative approaches in educational establishments practice.
Received: December 12, 2025
Accepted: December 29, 2025
Published: January 16, 2026
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References
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