Complete self-assessment tool - The Ecoliteracy Hub

Complete self-assessment

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Guidelines for using the self-assessment

This tool is for your personal reflection — not a competition. Think of it as a mirror of your competences, be honest with yourself, because everyone has strengths and areas where they can grow. The results of this tool will be shared only with you; no one else will assess them. You complete it solely for your own development.

Each area contains 6–8 competences, and each competence includes 6 “I” statements referring to the related knowledge, skills and attitudes. In this competence area, you will find 120 “I” statements to complete. After reading each statement, choose the number between 1 and 6 that best reflects you, based on your beliefs, choices, and everyday practices. There are no right or wrong answers.

If you are not yet familiar with key ecoliteracy terms, we recommend keeping a glossary or dictionary nearby while completing the assessment. You may encounter words or sentences that feel unclear or that you would like a more specific definition for. Don’t get stuck — define them in a way that makes sense to you, as many terms can be interpreted in many different ways.

We wish you a meaningful and inspiring experience as you complete this self-assessment.

Embodying Sustainability Values

Embodying sustainability values means looking honestly at our beliefs and worldviews, 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 current and future generations. Challenges are complex, linking nature, society, politics, technology, and economics. Facts alone are not enough - values guide us toward how things should be. Learning for sustainability is most powerful when it engages head, hands, and heart, turning reflection into action.

Valuing Sustainability

1. I understand how sustainability and regeneration help the environment, society, and economy work together. (Knowledge)*

1: I don’t really understand how sustainability and regeneration work, or how they connect the environment, society, and economy.
6:I have a deep understanding of sustainability and regeneration and can clearly explain its connections to others.

2. I assess everyday choices (products, services, habits) based on their environmental and social impact. (Skill)*

1: I am unable to assess the impact of my everyday choices related to sustainability.
6: I consistently evaluate and make informed choices based on their environmental and social impact.

3. I am conscious about the long-term impact of my actions on future generations. (Attitude)*

1: I am not concerned about the long-term impact of my actions.
6: I am highly aware (and take proactive steps to ensure my actions benefit future generations.

4. I feel personally responsible for contributing to a more sustainable world. (Attitude)*

1: I do not feel any personal responsibility for contributing to sustainability.
6: I feel a strong personal responsibility and actively contribute to creating a sustainable world. (For example gardening, using local transportation, reducing consumption, etc)

5. I am aware of the main sustainability goals, such as the European Green Deal and the specific sustainability strategies or priorities in my local community. (Knowledge)*

1: I am not aware of the main sustainability goals at global or local levels.
6: I am clearly aware of the main sustainability goals, such as the European Green Deal and my community’s/local strategies, and I can explain them with examples.

6. I seek reliable sources (evidence-based factual content, grounded in human experiences) to understand how my actions can either support or harm sustainability. (Skill)*

1: I am not capable of looking for reliable sources to understand how my actions affect sustainability.
6: I actively and regularly seek reliable sources to understand how my actions support or harm sustainability, and I use this knowledge to guide my choices.

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Valuing sustainability score

Supporting fairness

7. I feel responsible for treating all people with respect and dignity, regardless of their background. (Attitude)*

1: I do not feel responsible for how I treat others.
6: I feel a strong responsibility and consistently treat all individuals with respect and dignity.

8. I am committed to acting in ways that support equity and social justice. (Attitude)*

1: I am not committed to acting in support of equity and social justice.
6: I am fully committed and take tangible actions to promote equity and social justice.

9. I understand how social inequalities — like poverty or exclusion — are connected with environmental issues such as pollution, climate change, or access to resources. (Knowledge)*

1: I do not understand the connection between social inequality and environmental issues.
6: I have a thorough understanding of their connection and can explain it effectively.

10. I can help create or take part in activities that promote fairness and equal opportunities in my community or workplace. (Skill)*

1: I cannot support or design activities that promote these values.
6: I am proficient in designing and supporting activities that foster fairness and equal opportunities.

11. I can recognize unfair or discriminatory behavior of people, and I feel able to respond respectfully and appropriately. (Skill)*

1: I cannot recognise when practices are unfair or discriminatory.
6: I can easily identify and challenge unfair or discriminatory practices.

12. I am aware that resources are not shared or used equally around the world, and I understand how this leads to unfairness and systemic injustice. (Knowledge)*

1: I am not aware that global resources are unequally shared or used.
6: I am clearly aware that resources are unequally shared and used around the world, and I understand how maintaining this status quo creates unfairness and systemic injustice.

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Supporting fairness score

Promoting nature

13. I understand the importance of biodiversity and ecosystem health for sustainable living. (Knowledge)*

1: I do not understand the role of biodiversity and ecosystem health in sustainability.
6: I fully understand and can articulate the importance of biodiversity and ecosystem health.

14. I am aware some of the main threats to nature, like pollution, habitat loss, and climate changeand. (Knowledge)*

1: I am not aware of the main threats to nature.
6: I am highly aware of and keep informed about threats like pollution, habitat loss, and climate change.

15. I participate in local initiatives, like tree planting or clean-up campaigns, to contribute to the regeneration of our natural ecosystem. (Skill)*

1: I do not participate in or support local environmental initiatives.
6: I actively participate in and support various local initiatives to help regenerate natural ecosystems.

16. I enjoy spending time outdoors — walking, hiking, or just being in green spaces — and I value promoting ways of sustainable interactions with nature. (Attitude)*

1: I do not enjoy spending time in nature or promoting sustainable interactions.
6: I deeply enjoy and actively promote spending time in nature in sustainable ways.

17. I am open to sharing my knowledge, experiences, and encourage others to adopt environmentally friendly habits in their everyday lives. (Skill)*

1: I have nothing or do not want to share anything with others about environmentally friendly habits.
6: I actively share my practices and encourage others to adopt environmentally friendly practices.

18. I act from the awareness that I am an integral part of Earth’s living systems. (Attitude)*

1: I do not feel that I am part of nature, I feel that humans are separate from other living beings.
6: I feel a strong sense of unity with nature and all living beings.

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Promoting nature score

Body awareness

19. I recognize early signs of stress, fatigue or imbalance in my body and I know what steps I can take to restore balance. (Knowledge)*

1: I do not recognize early signs of stress, fatigue or imbalance in my body, and I do not take steps to restore balance.
6: I can clearly recognize early signs of stress, fatigue or imbalance in my body and I know how to take effective steps to restore balance in daily life.

20. I understand how posture, movement and body signals influence my physical and emotional well-being. (Knowledge)*

1: I do not understand how posture, movement or body signals influence my physical and emotional well-being.
6: I clearly understand how posture, movement and body signals influence my physical and emotional wellbeing, and I can explain this with examples.

21. I regularly practice activities (e.g. stretching, walking, dancing, breathing exercises) that improve my body awareness. (Skill)*

1: I do not practice activities that improve my body awareness.
6: I regularly and intentionally practice activities (e.g. stretching, walking, breathing exercises) that improve my body awareness, and I experience their positive effects in daily life.

22. I value listening to my body as a way to support my overall health and presence in daily life. (Attitude)*

1: I do not particularly value listening to my body as a way to support my health or presence in daily life.
6: I strongly value listening to my body as a way to support my overall health and presence in daily life, and this value influences how I care for myself and live day to day.

23. I can consciously adjust my movements or posture in response to what my body needs in the moment. (Skill)*

1: I am not able to consciously adjust my movements or posture in response to my body’s needs.
6: I can consciously and effectively adjust my movements or posture in response to what my body needs in the moment, and I apply this skill regularly to support my wellbeing.

24. I try to live mindfully and include regular moments of meditation or reflection. (Attitude)*

1: I don’t consider mindfulness an important part of my daily life.
6: I deeply value mindfulness and try to integrate it into my daily life, making time for regular reflexion or meditation.

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Body awareness score

Degrowth mindset

25. I understand the basic roots of capitalism and how it has shaped today’s social and ecological challenges. (Knowledge)*

1: I do not understand the basic roots of capitalism or how it has shaped today’s social and ecological challenges.
6: I clearly understand the basic roots of capitalism and can explain how it has shaped today’s social and ecological challenges, using relevant examples.

26. I can explain how unlimited economic growth may conflict with planetary boundaries. (Knowledge)*

1: I cannot explain how unlimited economic growth may conflict with planetary boundaries.
6: I can clearly explain how unlimited economic growth conflicts with planetary boundaries and illustrate this with relevant examples.

27. I value life choices that increase personal and community wellbeing over those that only benefit the economic system. (Attitude)*

1: I do not particularly value life choices that strengthen personal and community wellbeing, and I tend to prioritize those that benefit the economic system.
6: I strongly value life choices that increase personal and community wellbeing over those that only benefit the economic system, and this value guides my decisions and behaviors.

28. I actively reduce unnecessary consumption in my daily life by avoiding items I do not need and keeping only what is essential. (Skill)*

1: I do not reduce unnecessary consumption in my daily life.
6: I consistently reduce unnecessary consumption in my daily life and keep only what I really need.

29. I can envision alternative economic and social models that prioritize reciprocity, regeneration, and fairness. (Skill)*

1: I am not able to envision alternative economic or social models beyond the current system.
6: I can clearly envision alternative economic and social models that prioritize reciprocity, regeneration, and fairness, and I can describe them in ways that inspire discussion and reflection.

30. I feel responsible for promoting lifestyles and initiatives that respect ecological limits while supporting human wellbeing. (Attitude)*

1: I do not feel responsible for promoting lifestyles or initiatives that respect ecological limits or support human wellbeing.
6: I feel a strong responsibility for promoting lifestyles and initiatives that respect ecological limits and support human wellbeing, and this sense of responsibility guides my choices and actions.

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Degrowth mindsett score

Eco-emotional intelligence

31. I can identify and describe my feelings when I encounter ecological problems (e.g. pollution, deforestation, biodiversity loss). (Skill)*

1: I am not able to identify or describe my feelings when I encounter ecological problems.
6: I can clearly identify and describe my feelings when I encounter ecological problems, and I can express them in various ways.

32. I understand what eco-anxiety is and how it can affect individuals and communities. (Knowledge)*

1: I do not understand what eco-anxiety is or how it can affect individuals and communities.
6: I clearly understand what eco-anxiety is and can explain how it affects individuals and communities, with concrete examples.

33. I practice methods (e.g. deep ecology exercises, mindfulness, time in nature) to cope with difficult ecological emotions. (Skill)*

1: I do not practice methods to cope with difficult ecological emotions.
6: I regularly and effectively practice methods (e.g. deep ecology exercises, mindfulness, time in nature) to cope with difficult ecological emotions, and they help me maintain balance.

34. I feel connected in solidarity with other people who are also affected by ecological challenges. (Attitude)*

1: I do not feel connected in solidarity with other people who are affected by ecological challenges.
6: I feel a strong sense of connection and solidarity with other people who are affected by ecological challenges, and this feeling influences my attitudes and actions.

35. I value all living beings on the planet and recognize their right to exist and thrive. (Attitude)*

1: I do not particularly value all living beings or recognize their right to exist and thrive.
6: I strongly value all living beings on the planet and fully recognize their right to exist and thrive, and this perspective shapes my attitudes and choices.

36. I can transform my ecological emotions (such as grief, fear, or anger) into constructive actions when I feel that they make a difference. (Skill)*

1: I am not able to transform my ecological emotions (such as grief, fear, or anger) into constructive actions.
6: I can effectively transform my ecological emotions (such as grief, fear, or anger) into constructive actions for positive change, and I apply this ability in practice.

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Eco-emotional intelligence score

Embracing Complexity in Sustainability

Embracing complexity in sustainability means seeing the bigger picture through systems and critical thinking. Issues are interconnected such as climate change, biodiversity loss, economy and lifestyles all shape one another. Globalisation, digitisation and rapid technologies add new layers and there and new improvements on these areas every day. Since society and economy depend on limited resources, we must see these links in between and revealing hidden connections helps us act for justice and sustainability.

Systems Thinking

37. I educate myself about how environmental, social, and economic systems are linked. (Knowledge)*

1: I am not interested in the interconnections between these systems.
6: I educate myself on how these systems interconnect and affect each other and being aware of the complexity of these systems.

38. I know that a change in one part of a system can create ripple effects elsewhere — like how drought affects crops, food costs, and even community wellbeing. (Skill)*

1: I am unable to anticipate the ripple effects of decisions.
6: I can accurately anticipate and explain the broader impacts of my decisions.

39. I see animals, plants, and other living beings as equally valuable parts of our ecosystem, and I understand that human actions affect their lives too. (Attitude)*

1: I do not see other living beings as equally valuable in our ecosystem, and I rarely think about how human actions affect them.
6: I strongly value other living beings as equally important in our ecosystem, and I am very aware of how human actions affect their lives.

40. I enjoy linking ideas and spotting patterns that make it easier to solve sustainability challenges — whether in daily life, community projects, or global issues. (Attitude)*

1: I do not enjoy connecting ideas or recognizing patterns related to sustainability.
6: I thoroughly enjoy and actively engage in connecting ideas and recognizing patterns to address sustainability challenges.

41. I understand that natural systems have limits (like carrying capacity, biodiversity thresholds, or carbon sinks) and that crossing them can trigger irreversible changes. (Knowledge)*

1: I have heard that nature has limits, but I don’t really understand what they mean or how they relate to my life.
6: I can explain ecological limits in detail, connect them to real-world examples, and use this understanding to evaluate actions, policies, or projects for their long-term sustainability.

42. I practice mapping relationships between different actors (e.g., governments, businesses, communities, ecosystems) to identify leverage points where small changes can make a big difference. (Skill)*

1: I rarely notice or think about how different actors or systems are connected, and I find it difficult to see where actions might have wider effects.
6: I can systematically map complex relationships between actors and systems, clearly identify leverage points, and apply this skill to design effective strategies for sustainability challenges.

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System thinking score

Critical Thinking

43. I understand why it's important to question assumptions when looking at sustainability issues - for example, asking whether growth always equals progress. (Knowledge)*

1: I do not consider questioning assumptions important when evaluating these issues.
6: I fully understand and prioritize questioning assumptions in evaluating sustainability issues.

44. I know how to spot bias, misinformation, greenwashing, or incomplete information in environmental and social contexts. (Knowledge)*

1: I cannot identify bias or misinformation in these contexts.
6: I am skilled at identifying bias, misinformation, or incomplete information.

45. I understand the basics of evidence-based reasoning - using facts, data, and solid arguments rather than opinions or slogans when discussing sustainability. (Knowledge)*

1: I do not understand these principles.
6: I have a strong understanding of evidence-based reasoning and argumentation.

46. I can critically evaluate claims and information related to sustainability, such as environmental reports, news, or policies. (Skill)*

1: I am unable to critically evaluate these claims and information.
6: I can thoroughly and critically evaluate sustainability-related claims and information.

47. I can compare different solutions and approaches to complex problems, weighing potential risks and benefits. (Skill)*

1: I cannot compare solutions and approaches effectively.
6: I excel at comparing complex solutions, considering risks and benefits.

48. I am confident to challenge assumptions that don’t seem right and to propose better options. (Attitude)*

1: I do not feel confident challenging assumptions or proposing alternatives.
6: I am very confident in challenging assumptions and suggesting alternatives.

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Critical thinking score

Problem framing

49. I can consider multiple perspectives when defining a problem. (Skill)*

1: I struggle to consider multiple perspectives when defining problems.
6: I consistently consider multiple perspectives effectively when defining problems.

50. I am aware of different perspectives and stakeholder needs when framing sustainability challenges — for instance, how farmers, shopkeepers, and consumers each see food waste differently. (Knowledge)*

1: I am unaware of different perspectives and stakeholder needs.
6: I have a strong awareness of various perspectives and stakeholder needs.

51. I understand that how a problem is defined affects the quality of solutions — like whether we see traffic as a transport problem, a health issue, or a climate challenge. (Knowledge)*

1: I do not understand the link between problem definition and solution quality.
6: I fully understand how a clear problem definition enhances solution quality.

52. When facing a problem, my priority is to understand it deeply and come up with profound solution. (Attitude)*

1: I do not value spending time to understand problems deeply.
6: I highly value understanding problems thoroughly before solving them.

53. I can prioritize issues and focus on the aspects that have the greatest impact. (Skill)*

1: I struggle to prioritize issues effectively.
6: I excel at prioritizing issues and focusing on impactful aspects.

54. I appreciate the diversity of viewpoints in problem framing, seeing them as an opportunity to enrich solutions rather than as obstacles. (Attitude)*

1: I often see differing viewpoints as conflicting or distracting, and I find it difficult to value them in problem discussions.
6: I view diverse perspectives as essential for high-quality problem framing, and I encourage others to contribute their viewpoints to broaden collective understanding.

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Problem framing score

Circular approach

55. I understand the basic principles of circular systems (e.g. closing loops, minimizing waste, reusing resources). (Knowledge)*

1: I have never heard of circular systems or their principles.
6: I have a strong understanding of circular systems.

56. I am familiar with symbiotic relationships in nature (such as plants and pollinators or trees and soil fungi) and how they can guide us in creating sustainable solutions. (Knowledge)*

1: I cannot give examples of symbiotic relationships in nature, nor connect them to sustainable solutions.
6: I can give several clear examples of symbiotic relationships in nature and explain in detail how they inspire or guide sustainable solutions.

57. I can identify opportunities in my daily life to reduce waste and keep resources in use for as long as possible. (Skill)*

1: I am not aware of opportunities in my daily life to reduce waste or extend the use of resources, and I do not act on them.
6: I clearly recognize many opportunities in my daily life to reduce waste and keep resources in use, and I actively put these into practice.

58. I value circular solutions (repair, reuse, sharing, upcycling) over linear “take–make–dispose” practices. (Attitude)*

1: I do not see much value in circular solutions and tend to prefer linear ‘take–make–dispose’ practices.
6: I clearly value circular solutions, consider them more important than linear practices, and this preference guides my choices and behaviors.

59. I am able to explain to others how learning from nature can make our human systems more sustainable. (Skill)*

1: I cannot explain to others how natural systems relate to human systems or support sustainability.
6: I can clearly and confidently explain to others, using concrete examples, how nature inspires human systems to become more sustianable.

60. I feel motivated to support community initiatives that promote circular economy practices (e.g. repair cafés, community composting, sharing platforms). (Attitude)*

1: I do not feel motivated to support or get involved in community initiatives that promote circular economy practices.
6: I feel strongly motivated to support and actively engage with community initiatives that promote circular economy practices, and this motivation influences my participation.

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Circular approach score

Holistic awareness

61. I am aware that my daily choices (like consumption, transportation, personal relations) affect not only me, but also my community and the planet. (Attitude)*

1: I am not aware of how my daily choices affect my community or the planet.
6: I am strongly aware of how my daily choices affect myself, my community, and the planet, and this awareness clearly guides my everyday decisions and behaviors.

62. I know that ecological, social, and economic systems are interconnected and influence one another. (Knowledge)*

1: I do not know that ecological, social, and economic systems are interconnected or how they influence one another.
6: I clearly understand that ecological, social, and economic systems are interconnected and can explain with examples how they influence one another.

63. I can apply evidence-based ecological knowledge when making decisions in everyday life or community projects. (Skill)*

1: I do not apply evidence-based ecological knowledge when making decisions in everyday life or community projects.
6: I consistently apply evidence-based ecological knowledge when making decisions in everyday life or community projects, and I do so effectively to support sustainability.

64. I regularly reflect on my own values, behaviours, and habits to align them with sustainability principles. (Skill)*

1: I place little value on reflecting on my own values, behaviours, or habits in relation to sustainability.
6: I strongly value reflecting on my own values, behaviours, and habits, and this attitude motivates me to align my life with sustainability principles.

65. I value holistic perspectives that combine self-awareness, community wellbeing, and planetary health. (Attitude)*

1: I do not particularly value holistic perspectives that connect self-awareness, community wellbeing, and planetary health.
6: I strongly value holistic perspectives that combine self-awareness, community wellbeing, and planetary health, and this orientation shapes how I think, decide, and act.

66. I understand that local sustainability challenges are linked to global processes (e.g. climate change, biodiversity loss, resource use). (Knowledge)*

1: I do not understand that local sustainability challenges are linked to global processes such as climate change, biodiversity loss, or resource use.
6: I clearly understand how local sustainability challenges are linked to global processes (e.g. climate change, biodiversity loss, resource use) and can explain these connections with examples.

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Holistic awareness score

Envisioning Sustainable Futures

Envisioning sustainable futures means imagining different possibilities and identifying steps we can take today that impacts the next ones. It invites us to be adaptable, creative and open to uncertainty, knowing there is no single certain future. By analysing the present and how systems interact, we see how today’s choices shape tomorrow. Combining logic with imagination helps us design resilient, caring communities, regenerative societies and work together toward shared, sustainable futures.

Futures literacy

67. I understand what futures thinking means — looking at different possible futures — and why it matters for sustainability, like for example imagining how today’s transport choices affect cities in 20 years. (Knowledge)*

1: I do not understand futures thinking or its relevance.
6: I have a deep understanding of futures thinking and its relevance to sustainability.

68. I am familiar with tools and methods such as scenario planning, backcasting, design labs, or visioning workshops that help people imagine and explore alternative futures. (Knowledge)*

1: I am not familiar with tools or methods for imagining or exploring alternative futures.
6: I am familiar with a range of tools and methods (e.g. scenario planning, backcasting, design labs, visioning workshops) and I can explain how they are used to explore alternative futures.

69. I can imagine multiple future scenarios based on current actions and trends. (Skill)*

1: I cannot imagine future scenarios based on current actions.
6: I can effectively imagine multiple future scenarios.

70. I can incorporate long-term thinking into planning personal, community, or organizational actions. (Skill)*

1: I struggle to incorporate long-term thinking into planning.
6: I consistently incorporate long-term thinking into planning.

71. I value thinking ahead and considering the long-term consequences of decisions — like how my daily travel or energy choices affect both my budget and the climate over time. (Attitude)*

1: I do not value thinking ahead or considering long-term consequences.
6: I highly value thinking ahead and considering long-term impacts.

72. I am committed to exploring innovative and renegerative solutions. (Attitude)*

1: I am not committed to exploring innovative solutions.
6: I am fully committed to exploring innovative sustainable solutions.

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Futures literacy score

Adaptability

73. I can adjust my plans or actions when circumstances change — for example, finding another way to get to work when transport is disrupted, or cooking differently if certain ingredients aren’t available. (Skill)*

1: I struggle to adjust plans or actions when circumstances change.
6: I am highly adaptable, easily adjusting plans when needed.

74. I can apply creative solutions to new or unexpected sustainability challenges when I can’t follow my usual routine. (Skill)*

1: I find it difficult to come up with creative solutions.
6: I consistently apply creative solutions to new challenges.

75. I can learn from past experiences — such as wasting energy, food, or money — and use those lessons to make better decisions in the future. (Skill)*

1: I rarely learn from past experiences.
6: I effectively use past experiences to improve future decisions.

76. I can support others in adapting to changes in their environment or organization. (Skill)*

1: I am not effective at helping others adapt to change.
6: I excel at supporting others in adapting to changes.

77. I feel comfortable adapting to new situations or challenges, whether it’s changing my daily routine, adjusting to new sustainability rules, or trying out different habits that are better for the environment. (Attitude)*

1: I feel uncomfortable adapting to new situations.
6: I am very comfortable adapting to new challenges.

78. I understand the benefits of resilience — for example, how resilient ecosystems recover from disturbance, or how resilient communities adapt to challenges and crises. (Knowledge)*

1: I do not understand what resilience means or what benefits it can bring.
6: I clearly understand the benefits of resilience in both natural and human systems (e.g. ecosystems, communities, daily life) and can explain these with examples.

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Adaptibility score

Exploratory thinking

79. I can look at different possible solutions in my daily life and choose the one that works best or is most realistic for me and my community. (Skill)*

1: I do not usually compare different solutions in my daily life.
6: I regularly compare different possible solutions in my daily life and confidently choose the ones that are most effective and realistic for me and my community.

80. I can take ideas I’ve seen in other places and adapt them to tackle sustainability challenges in my own environment. (Skill)*

1: I find it challenging to adapt ideas from different contexts.
6: I effectively adapt ideas from various contexts to solve challenges.

81. I feel motivated to experiment and try out new ways of living or working more sustainably, even if they don’t always succeed at first. (Attitude)*

1: I am not motivated to experiment with novel solutions.
6: I am highly motivated to try out new solutions for sustainability issues.

82. I enjoy thinking creatively and embracing new perspectives to address complex problems. (Attitude)*

1: I do not enjoy or engage in creative thinking.
6: I thoroughly enjoy and embrace creative thinking and new perspectives.

83. I understand why it is important to explore new ideas and possibilities when searching for sustainable solutions. (Knowledge)*

1: I do not see value in exploring new ideas for sustainability.
6: I deeply understand and value exploring new ideas for sustainability.

84. I know that exploring multiple possible futures helps prepare for uncertainty and change, making sustainability strategies more resilient. (Knowledge)*

1: I am not aware that thinking about different possible futures can help with sustainability planning.
6: I can explain how exploring multiple futures supports resilience, give real-world examples, and use this knowledge to assess or design sustainability strategies.

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Exploratory thinking score

Self-sufficiency

85. I can grow my own food using sustainable methods such as gardening, balcony gardening, farming practices. (Skill)*

1: I do not know how to grow my own food using sustainable methods, and I do not practice it.
6: I can confidently grow my own food using sustainable methods (e.g. gardening, balcony gardening, farming) and I apply these practices successfully in my daily life.

86. I know the basic principles of permaculture and how they can be applied to everyday life to create self-sustainable ecosystems. (Knowledge)*

1: I do not know the basic principles of permaculture or how they could be applied in everyday life.
6: I have a clear understanding of the basic principles of permaculture and can explain how they can be applied in everyday life to create self-sustainable ecosystems, with concrete examples.

87. I am able to reuse or repair everyday objects instead of throwing them away. (Skill)*

1: I do not know how to reuse or repair everyday objects, and I usually throw them away.
6: I can effectively reuse or repair a wide range of everyday objects, and I put this into practice regularly instead of discarding them.

88. I value self-reliance and enjoy learning practical skills that reduce my dependence on unsustainable systems. (Attitude)*

1: I do not particularly value self-reliance and have little interest in learning practical skills to reduce dependence on unsustainable systems.
6: I strongly value self-reliance and actively enjoy learning practical skills that reduce my dependence on unsustainable systems, and this attitude shapes my lifestyle choices.

89. I understand the main methods of resource management (reduce, reuse, recycle) and their impact on sustainability. (Knowledge)*

1: I do not understand the main methods of resource management (reduce, reuse, recycle) or their impact on sustainability.
6: I have a clear understanding of the main methods of resource management (reduce, reuse, recycle) and can explain their impact on sustainability with relevant examples.

90. I can use simple survival or eco-construction techniques (e.g. making a fire safely, building with natural or recycled materials) when needed. (Skill)*

1: I do not know how to use simple survival or eco-construction techniques and cannot apply them when needed.
6: I can confidently use simple survival or eco-construction techniques (e.g. making a fire safely, building with natural or recycled materials) and apply them effectively when needed.

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Self-sufficiency skills score

Techno-ecological wisdom

91. I know examples of traditional practices from past generations that support ecological balance (e.g. crop rotation, natural building, seed saving). (Knowledge)*

1: I do not know examples of traditional practices from past generations that support ecological balance.
6: I know several examples of traditional practices from past generations that support ecological balance, and I can explain their relevance for sustainability today.

92. I understand the potential benefits and risks of using modern technologies for ecological regeneration. (Knowledge)*

1: I do not understand the potential benefits or risks of using modern technologies for ecological regeneration.
6: I clearly understand the potential benefits and risks of using modern technologies for ecological regeneration and can explain them with relevant examples.

93. I can integrate appropriate tools or technologies into sustainability projects without harming ecological integrity. (Skill)*

1: I do not know how to integrate tools or technologies into sustainability projects, or I might use them in ways that risk harming ecological integrity.
6: I can confidently integrate appropriate tools or technologies into sustainability projects and ensure they are used in ways that support sustainability without harming ecological integrity.

94. I respect and value the wisdom of previous generations and look for ways to combine it with innovative solutions. (Attitude)*

1: I do not particularly respect or value the wisdom of previous generations, and I rarely consider how it could connect with innovative solutions.
6: I strongly respect and value the wisdom of previous generations, and I actively seek to combine it with innovative solutions in ways that guide my attitudes and choices.

95. I am able to critically evaluate whether a technology truly supports regeneration or mainly serves convenience or profit. (Skill)*

1: I am not able to critically evaluate technologies in terms of whether they support regeneration or mainly serve convenience or profit.
6. I can confidently and critically evaluate technologies, distinguishing whether they genuinely support regeneration or mainly serve convenience or profit, and I apply this judgment when making or advising on choices.

96. I try to ensure that technology in my community (family or wider group of people) is used in ways that support nature’s wellbeing, not its exploitation. (Attitude)*

1: I do not consider how technology impacts the environment or society around me, and I don’t see it as my responsibility to do so.
6: I stay aware of the environmental impacts of technology and actively support choices that align with ecological wellbeing.

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Techno-ecological wisdom score

Acting for Sustainability

Acting for sustainability is about turning awareness into meaningful action to shape a better future. Real change needs more than quick fixes — it calls for new habits, cultural shifts, and fairer systems. Each choice we make as students, workers, or community members adds up, and together our actions can transform society. From choosing renewable energy to joining collective projects, every step counts. Learning for sustainability empowers us with the skills, courage, and hope to create lasting positive impact.

Political agency

97. I understand how the policies and laws that shape my life also affect sustainability in my community and beyond. (Knowledge)*

1: I am unaware of how policies, laws, and governance impact sustainability.
6: I have a comprehensive understanding of how policies, laws, and governance shape sustainability outcomes.

98. I know the ways I can take part in decision-making — whether in my local community, at national level, or even through global initiatives. (Knowledge)*

1: I am unfamiliar with participating in decision-making processes.
6: I am fully knowledgeable about mechanisms for participating in decision-making processes at all levels.

99. I understand how individual and collective actions (such as petitions, demonstrations etc), including my own, can drive political and social change toward sustainability. (Knowledge)*

1: I do not understand the connection between actions and political/social change.
6: I have a clear understanding of how actions can drive political and social change.

100. I often join discussions or campaigns that aim to make my community more sustainable, because I believe my voice matters. (Attitude)*

1: I rarely or never participate in discussions or campaigns about sustainability.
6: I frequently engage in discussions and campaigns to promote sustainable practices.

101. I am committed to speaking up for policies and practices that protect nature and support sustainability, even if it takes time and persistence. (Attitude)*

1: I have little to no commitment to advocacy for environmental protection and sustainability.
6: I am fully committed to advocating for policies and practices that ensure environmental and sustainability goals.

102. I can clearly communicate my views on sustainability issues to decision-makers, using arguments and evidence that strengthen my message. (Skill)*

1: I find it difficult to explain my views on sustainability, and I usually cannot provide clear arguments or evidence.
6: I can confidently present well-structured arguments supported by evidence, and adapt my communication to different decision-makers so my message has the greatest impact.

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Political agency score

Collective action

103. I can motivate my neighbours, members of my community(ies) to take small actions that help create a more sustainable environment around us. (Skill)*

1: I struggle to engage or motivate my neighbors in sustainability actions.
6: I actively inspire and encourage neighbors to take meaningful actions for sustainability.

104. I volunteer in local sustainability or social projects (e.g. community garden, food-sharing, repair café). (Attitude)*

1: I have little to no involvement in local sustainability or social projects.
6: I am actively involved in various local sustainability or social projects.

105. I value diversity and include people from different backgrounds to come up with better, more inclusive solutions. (Attitude)*

1: I do not prioritize diversity in collaborative sustainability efforts.
6: I highly value and actively include diverse perspectives for inclusive solutions.

106. I understand the benefits of working together to achieve a positive local impact on our environment. (Knowledge)*

1: I see little value in collaborative efforts for local environmental impact.
6: I fully understand and embrace collaboration for achieving local environmental goals.

107. I am part of a social media groups where locals coordinate sustainable mobility (car-sharing, bike repair workshops). (Attitude)*

1: I am not part of any groups coordinating sustainable mobility efforts.
6: I actively participate in groups that coordinate sustainable mobility.

108. I actively keep track of community events, groups, or contact points related to sustainability (e.g. social media, newsletters, notice boards). (Skill)*

1: I rarely or never track community sustainability events or groups.
6: I consistently stay informed about sustainability-related community events and groups.

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Collective action score

Individual initiative

109. I understand why my own everyday choices (such as green transportation, food choices, customer behaviour, etc) matter and how they can contribute to bigger sustainability goals. (Knowledge)*

1: I am not aware of how personal actions contribute to sustainability goals.
6: I fully understand the crucial role of personal action in achieving sustainability goals.

110. I make an effort to shrink my ecological footprint — for example, by saving energy at home, cutting down on waste, or choosing to walk, cycle, or use public transport. (Attitude)*

1: I rarely take steps to reduce my ecological footprint.
6: I consistently and proactively take measures to minimize my ecological footprint.

111. I often come up with ideas for projects or activities that make my home, school, or workplace more sustainable — and I try to put them into action. (Skill)*

1: I struggle to come up with ideas for sustainability projects.
6: I frequently generate innovative ideas for promoting sustainability in various settings.

112. I believe my personal responsibility and initiative really matter when it comes to living more sustainably. (Attitude)*

1: I do not prioritize personal responsibility or initiative in sustainability.
6: I highly value and prioritize taking personal responsibility and initiative for sustainability.

113. I feel confident encouraging my neighbours to take small steps — like recycling, planting, or saving energy — so together we make our surroundings more sustainable. (Attitude)*

1: I do not feel confident encouraging my neighbours to take small sustainable actions.
6: I confidently and consistently encourage my neighbours to take sustainable actions, and I often see positive responses or collaboration as a result.

114. I can plan and carry out small personal projects — like starting a compost system or organizing a swap event — and follow them through to completion. (Skill)*

1: I find it difficult to plan or carry out sustainability projects on my own, and I usually rely on others to take the lead.
6: I can independently design, organize, and complete personal sustainability projects, overcoming obstacles and ensuring they make a real impact.

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Individual initiative score

Community living

115. I listen actively to others in my community and try to understand their perspectives, even when they differ from mine. (Skill)*

1: I do not usually listen actively to others in my community, and I rarely try to understand perspectives that differ from mine.
6: I listen attentively and respectfully to others in my community, make an effort to understand different perspectives, and apply this skill consistently in my interactions.

116. I know strategies and methodologies for resolving conflicts constructively in a community setting. (Knowledge)*

1: I do not know strategies or methodologies for resolving conflicts constructively in a community setting.
6: I know a range of strategies and methodologie for resolving conflicts constructively in a community setting and can explain when and how they are best applied.

117. I contribute to shared responsibilities (e.g. cleaning, cooking, organizing) in group or community settings. (Skill)*

1: I rarely contribute to shared responsibilities in group or community settings.
6: I take an active and reliable part in shared responsibilities (e.g. cleaning, cooking, organizing) in group or community settings, and I do so consistently.

118. I understand how group decisions are made and how responsibilities are distributed in community life. (Knowledge)*

1: I do not understand how group decisions are made or how responsibilities are distributed in community life.
6: I clearly understand how group decisions are made and how responsibilities are distributed in community life, and I can explain these processes with concrete examples.

119. I enjoy living and working collectively, and I see cooperation as more important than competition in community contexts. (Attitude)*

1: I do not particularly enjoy living or working collectively, and I tend to value competition more than cooperation in community contexts.
6: I strongly enjoy living and working collectively, and I clearly value cooperation over competition in community contexts; this attitude shapes how I participate in community life.

120. I am working on improving my knowledge of community building in order support group dynamics and interpersonal development. (Knowledge)*

1: I do not work on improving my knowledge of community building, and I am not aware of the role of self-awareness in group settings.
6: I actively deepen my knowledge of community building and clearly understand how to practice self-awareness in group settings.

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Community-living score

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