Embracing Complexity in Sustainability

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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.

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 30 “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.

Systems Thinking

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.

18. 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

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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

25. 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.

26. 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.

27. 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.

28. 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.

29. 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.

30. 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

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