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. There is no need to compare yourself with others. Think of it as a mirror of your competences: be honest with yourself, because everyone has areas where they are strong and areas where they can grow. Each area contains 6–8 competences. For each one, read the descriptions for points 1 and 6, then, based on your belief, choices and daily life practices. Choose the number between 1 and 6 that best reflects you.

Embodying Sustainability Values

Valuing Sustainability

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

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.

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

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.

I care about the long-term impact of my actions on future generations. (Attitude)(Required)

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

I feel responsible for contributing to a more sustainable world. (Attitude)(Required)

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.

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)(Required)

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 Europen Green Deal and my community’s/local strategies, and I can explain them with examples.

I seek trustworthy sources to understand how my actions can either support or harm sustainability. (Skill)(Required)

1: I do not look for trustworthy sources to understand how my actions affect sustainability.
6: I actively and regularly seek trustworthy 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

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

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.

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

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.

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

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.

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

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.

I can notice when practices are unfair or discriminatory and speak up or respond appropriately. (Skill)(Required)

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

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)(Required)

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

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

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.

I am aware some of the main threats to nature, like pollution, habitat loss, and climate change, and I notice how they show up in daily life or my local environment.(Knowledge)(Required)

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

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

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.

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

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.

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

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.

I try to connect with nature whenever possible — whether it’s in a city park, a forest walk, or by the sea. (Attitude)(Required)

1: I rarely try to connect with nature in my daily life
6: I make a conscious effort to connect with nature whenever I can

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Promoting nature score

Body awareness

I recognize early signs of stress, fatigue or imbalance in my body and take steps to restore balance. (Knowledge/Skill mix)(Required)

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 take effective steps to restore balance in daily life.

I understand how posture, movement and body signals influence my physical and emotional wellbeing. (Knowledge)(Required)

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

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

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.

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

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.

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

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.

I regurarly meditate and/or practice mindfulness.(Required)

1: I do not meditate or practice mindfulness.
6: I meditate and/or practice mindfulness regularly and consistently, and I experience its positive effects in my daily life.

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Body awareness score

Post-growth mindset

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

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.

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

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.

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

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

I practice voluntary minimalism by reducing unnecessary consumption in my daily life. (Skill/Attitude)(Required)

1: I do not reduce unnecessary consumption in my daily life.
6: I consistently reduce unnecessary consumption in my daily life and practice voluntary minimalism as part of my lifestyle.

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

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.

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

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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Post-growth mindset score

Eco-emotional intelligence

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

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 (e.g. pollution, deforestation, biodiversity loss), and I express them in constructive ways.

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

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.

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

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.

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

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.

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

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.

I can transform my ecological emotions (such as grief, fear, or anger) into constructive actions for change. (Skill)(Required)

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

Systems Thinking

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

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

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)(Required)

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

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)(Required)

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.

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)(Required)

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.

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

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.

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)(Required)

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

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

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

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

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

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

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

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

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

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

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

I feel confident challenging assumptions and proposing alternative approaches. (Attitude)(Required)

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

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

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

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)(Required)

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

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)(Required)

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

I value taking time to really understand a problem before jumping to solutions, because I know rushing can lead to quick fixes instead of lasting change.(Attitude)(Required)

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

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

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

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

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

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

1: I have never heard of circular systems or their principles.
6: I have a strong understanding of circular systems and can confidently apply these principles in practice.

I know examples of symbiotic relationships in nature (e.g. pollinators and plants, soil fungi and trees) and how they inspire sustainable solutions. (Knowledge)(Required)

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.

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

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.

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

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.

I am able to explain to others how natural systems can guide human systems toward sustainability. (Skill)(Required)

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 natural systems can guide human systems toward sustainability, and I do so in practice.

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

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

I am aware of how my daily choices affect not only myself but also my community and the wider planet. (Attitude)(Required)

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

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

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.

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

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.

I regularly reflect on my own values, behaviours, and habits to align them with sustainability principles. (Skill/Attitude mix — could fit both)(Required)

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.

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

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.

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

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

Futures literacy

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)(Required)

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

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)(Required)

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.

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

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

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

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

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)(Required)

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

I am committed to exploring innovative and renegerative approaches. (Attitude)(Required)

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

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Futures literacy score

Adaptability

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)(Required)

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

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

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

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)(Required)

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

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

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

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)(Required)

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

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

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

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)(Required)

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.

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

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

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)(Required)

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

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

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

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

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

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

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

I can grow my own food using sustainable methods such as gardening, balcon gardening, farming practices.. (Skill)(Required)

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.

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

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.

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

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.

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

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.

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

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.

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

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

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

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.

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

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.

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

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.

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

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.

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

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.

I feel responsible for ensuring that technology use in my community contributes to nature’s wellbeing and not to its exploitation. (Attitude)(Required)

1: I do not feel responsible for how technology is used in my community or for its effects on nature.
6: I feel a strong responsibility for ensuring that technology use in my community supports nature’s wellbeing and avoids exploitation, and this sense of responsibility guides my choices and actions.

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Techno-ecological wisdom score

Acting for Sustainability

Political agency

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

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.

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)(Required)

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.

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

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.

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

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

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

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.

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

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

I can motivate my neighbours to take small actions that help create a more sustainable environment around us. (Skill)(Required)

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.

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

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.

I value diversity and include people from different backgrounds to come up with better, more inclusive solutions (attutude)(Required)

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

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

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

I am part of a WhatsApp or Facebook group where neighbours coordinate sustainable mobility (car-sharing, bike repair workshops). (Attitude)(Required)

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

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

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

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)(Required)

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.

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)(Required)

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

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)(Required)

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

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

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

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)(Required)

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.

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)(Required)

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

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

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.

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

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

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

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.

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

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.

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

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.

I work on improving my knowledge of community building and my ability to practice self-awareness in group settings. (Knowledge)(Required)

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, and I can explain how these support community life.

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Community-living score

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