Self-assessment of eco-competences helps us understand our strengths and areas for growth in living sustainably. By reflecting on what we already practice and what we still need to learn, we become more aware, motivated, and capable of positive change.
It guides personal learning and supports collective action.
120 minutes
To get the full picture, you can complete all competence areas. It takes a little longer, but we recommend this option. Set aside about an hour in a comfortable setting. Go slowly, read and rate each competence and statements carefully and note what inspires you. We estimate it will take 40–60 minutes. If you choose this, you’ll receive a complete report across all competences — a clear, well-rounded view of your eco-literacy.
20 minutes / category
If you don’t have much time, you can assess just one area of competences. This takes about 15–20 minutes. We still recommend starting with the full assessment for yourself, especially if you plan to use this tool with participants in a learning process. The area-based option works well when your educational focus is on a specific topic and its related competences, without needing the full picture. However, we encourage you to suggest that learners eventually assess themselves in all four areas.
This tool lets you explore how your daily choices, skills and values support you and your environment. It helps you see where you’re strong, where you can grow, and we hope that it will inspire you to take further steps. This tool is also recommended for use as an element of assessment in designing learning processes for groups and individuals.
Embodying sustainability values means looking honestly at our own beliefs and worldviews, and asking how they support or block a sustainable future. It reminds us that humans are part of nature, and that justice and fairness must guide choices for both current and future generations.
Sustainability challenges are complex because they connect nature, society, politics, technology, and economics. Our values and perspectives always shape how we see these problems — facts alone are not enough. Knowledge tells us how things are, but values guide us toward how things should be.
Competences like systems thinking or futures literacy only become truly useful when they are linked to strong sustainability values, otherwise they could even support unsustainable paths. Learning for sustainability is most powerful when it is transformative — engaging the head, hands, and heart. This kind of learning encourages reflection, questioning, and action, helping people become active agents of positive change.
Embracing complexity in sustainability means learning to see the bigger picture. It’s about using systems and critical thinking to understand how issues are interconnected, how feedback loops work, and how to frame challenges as sustainability problems.
Our world has become more complex through digitisation, globalisation and rapid technological change, which also accelerate problems like climate change and biodiversity loss. These issues are tied not only to the environment but also to economic activities and everyday lifestyles. Since our economy and society both rely on a planet with limited resources, we need to see these links clearly.
A clean, healthy, and sustainable environment is now recognised as a human right, yet disadvantaged groups often face more pollution, harming their health and wellbeing. By identifying hidden connections — like between environmental damage and income inequality — we can better frame challenges and act to prevent or reduce harm, supporting justice and sustainability for all.
Envisioning sustainable futures is about imagining different possible futures and identifying the steps we can take today to shape a better tomorrow. It asks us to be adaptable, creative, and open-minded in the face of uncertainty, recognising that there is no single certain future. Instead of seeking guarantees, we explore possibilities.
By analysing the present and understanding how complex systems interact, we can see how today’s choices, values and worldviews shape tomorrow’s outcomes. Creativity, imagination, and even our emotions help us picture alternatives and inspire collective action. Combining logical analysis with imaginative thinking allows us to design paths toward resilient and regenerative societies.
Learners are encouraged to accept uncertainty, think in terms of multiple possible futures (probable, alternative and preferred), and work together to influence the trajectory toward a shared, sustainable future.
Acting for sustainability means turning awareness into action, both individually and collectively, to help shape a better future. It reminds us that climate change and biodiversity loss won’t reverse without systemic change — not just new technologies, but also cultural shifts, new habits, and fairer institutions.
Every person makes daily choices, as students, consumers, workers, or community members and together these decisions can transform the way society works. Small, one-off actions are not enough; we need consistent, long-term change. Choosing sustainable transport, renewable energy, or circular products that last longer are just a few examples.
At the same time, decision-makers must also share their power so that citizens’ actions can truly make an impact. From voting and volunteering to community projects and global cooperation, collective efforts matter. Learning for sustainability gives us the skills, knowledge, and confidence to take action and reduce our footprint while increasing our positive contributions to the planet.