Article
Sustainability Literacy as a Key to a Better Future: A Look at
Higher Education
Ajda Fošner
Faculty of Management, University of Primorska, Izolska vrata 2, 6000 Koper, Slovenia;
Abstract: This study examines the sustainability knowledge of Slovenian students across
environmental, social, and economic dimensions through an enhanced version of the
ASK test. The results of 314 fully completed tests highlight foundational awareness
of environmental impacts and sustainable development but also significant gaps in
understanding the effectiveness of various sustainability practices. With a performance
stratification analysis, educational gaps are identified, suggesting the need for curricu-
lum adjustments. Moreover, using the ANOVA test, it is shown that students’ academic
levels and fields of study significantly affect their sustainability knowledge, underscor-
ing the need for targeted educational approaches to better prepare students for future
sustainability challenges. This study contributes to the ongoing discourse on enhancing
sustainability education, providing valuable insights for educators and policymakers
striving to enhance curricular effectiveness.
Keywords: sustainability knowledge; ASK test; environmental domain; social domain;
economic domain
1. Introduction
Every day, we face more and more environmental, social, and economic challenges. In
2015, the European Environmental Agency identified 11 megatrends that are expected to
change the world in the coming decades [1]. One of these global megatrends is certainly
the increase in the world’s population. Namely, it is expected that there will be more than
Academic Editor: Giulio 9.6 billion people on Earth by 2050. The population will continue to age, the number of
Mario Cappelletti
young people with higher education will increase, and they will change their consumption
Received: 3 January 2025 patterns. By 2050, 70% of people will live in cities, health challenges will increase, and
Revised: 16 January 2025
technological changes will accelerate. The competition for natural resources will increase, as
Accepted: 20 January 2025
Published: 25 January 2025
well as competition for land, and climate change will cause more and more floods, droughts,
and other extreme phenomena. Global trends will have a strong impact on necessities such
Citation: Fošner, A. Sustainability
Literacy as a Key to a Better Future: A
as water and food. We can only wonder what the next three decades will bring, as the
Look at Higher Education. OECD (Organization for Economic Co-operation and Development) asked ten years ago
Sustainability 2025, 17, 987. https:// in its environmental forecast until 2050 [2]. These trends, such as increasing urbanization,
doi.org/10.3390/su17030987 technological advancements, and intensified competition for natural resources, provide a
Copyright: © 2025 by the author. critical backdrop for exploring sustainability knowledge.
Licensee MDPI, Basel, Switzerland. Education plays an essential role in fostering a sustainable society. It not only shapes
This article is an open access article individual values, behaviors, and worldviews, which are crucial for cultivating a culture
distributed under the terms and of sustainability, but it also contributes significantly to the development of competencies,
conditions of the Creative Commons
concepts, and tools necessary to combat climate change and curtail unsustainable practices.
Attribution (CC BY) license
(https://creativecommons.org/
For example, incorporating sustainability education into school curriculums can equip stu-
licenses/by/4.0/). dents with the knowledge and skills needed to innovate and implement green technologies.
Sustainability 2025, 17, 987 https://doi.org/10.3390/su17030987
,Sustainability 2025, 17, 987 2 of 20
Furthermore, universities offering courses and degrees focused on environmental science
and sustainable development can prepare future leaders to make informed decisions that
prioritize ecological balance. Such educational initiatives underscore the transformative
power of learning about and promoting environmental stewardship and advocating for
policy changes that support a sustainable future.
By promoting education and training, the European Commission is trying to familiar-
ize individuals with the advantages and opportunities of the transition to a low-carbon
society so that they will know how to use and take advantage of them. In addition to
the European Green Deal, there is a growing number of newer documents that contain a
competence framework to help acquire knowledge about climate change and sustainable
development. Examples are the European program of knowledge and skills for sustain-
able competitiveness, social justice, and resilience [3] and GreenComp—the European
competence framework in the field of sustainability [4].
Here, it is important to highlight the Eco-Schools program [5], which is the only
internationally recognized environmental education initiative, aligned with the criteria
set by the Foundation for Environmental Education (FEE), which aims at fostering and
enhancing awareness of sustainable development among children and students through
their educational programs and active participation in the local community. Annually,
the most successful schools are awarded with the Green Flag, which not only recognizes
schools’ commitment to environmental stewardship but also encourages the integration
of sustainability into educational practices and the broader community, reinforcing the
program’s mission to cultivate a sustainable future through education.
Measuring sustainability knowledge is crucial for effectively promoting sustainable de-
velopment. By measuring sustainability knowledge, gaps can be identified, which can help
educators refine education programs. Namely, several sustainability practices have often
been misunderstood or inadequately addressed. For example, the general public commonly
overestimates the impact of recycling programs without adequately recognizing the more
significant benefits of reducing consumption at the source. Furthermore, the importance
of sustainable agricultural practices is often underestimated, particularly in terms of their
role in combating climate change and preserving biodiversity. This study acknowledges
these gaps and aims to contribute to a more nuanced understanding by exploring how
well students grasp these complex issues, thus informing future educational strategies to
address these persistent misunderstandings. Understanding the public’s sustainability
knowledge can inform the development of policies and initiatives that promote sustainable
practices. In the end, measuring knowledge can highlight areas where increased awareness
could lead to more sustainable behaviors among individuals and communities.
Upon reviewing the existing literature, a significant gap was identified in the measure-
ment of student knowledge concerning sustainability across the environmental, social, and
economic dimensions. Notably, no such study has yet been conducted in Slovenia. Therefore,
the sustainability knowledge of students at eco-faculties in Slovenia was analyzed using a
revised Assessment of Sustainability Knowledge, the so-called ASK test. This study aims to
bridge this research gap and provide a comprehensive understanding of how well students
are prepared to tackle sustainability challenges from a multidimensional perspective.
Moreover, the following two hypotheses were formulated, which are essential for
understanding how different academic factors influence student success on the ASK test.
H1. The level of study significantly influences students’ success in solving the ASK test.
H2. The field of study significantly influences students’ success in solving the ASK test.
, Sustainability 2025, 17, 987 3 of 20
H1 is based on the premise that higher academic levels may correspond to greater
maturity and a deeper understanding of complex sustainability issues, potentially leading
to better test results. H2 posits that students from different fields of study may have
different foundational advantages in understanding sustainability concepts. These two
hypotheses aim to reveal how structural and pedagogical differences among programs
and levels of study affect students’ sustainability knowledge, which is needed for shaping
educational practices aimed at enhancing better sustainability literacy. An Analysis of
Variance (ANOVA) was used to test H1 and H2.
2. Measuring Sustainability Knowledge
Sustainability knowledge includes understanding the interconnection between environ-
mental, social, and economic factors that contribute to long-term ecological balance, social
equity, and economic feasibility. It involves awareness of sustainability issues, challenges, and
solutions. Sustainability knowledge is categorized into the following three domains:
• Environmental knowledge: Understanding ecological processes, biodiversity, natural
resource management, and environmental protection.
• Social knowledge: Awareness of social equity, community development, cultural
diversity, human rights, and ethical considerations.
• Economic knowledge: Understanding sustainable economic practices, corporate social
responsibility, sustainable development goals, and the economics of natural resources
and environmental policy.
Measuring sustainability knowledge is essential for understanding how well indi-
viduals and/or groups comprehend the principles and practices of sustainability. This is
important in various contexts, including education, business, and community development.
It helps identify knowledge gaps, inform education and policy, and promote behaviors that
contribute to sustainability.
The most common methods used for testing individuals’ knowledge about sustainability
topics are surveys and questionnaires. Qualitative methods to explore deeper insights into
people’s understanding and perspectives on sustainability are interviews and focus groups.
There are also several challenges in measuring sustainability knowledge. Firstly,
individuals’ perceptions and interpretations of sustainability can vary, influencing how
knowledge is understood and applied. Furthermore, it is challenging to develop a com-
prehensive assessment tool since sustainability encompasses a wide range of topics across
different disciplines. Moreover, sustainability issues and priorities can differ significantly
across cultural and regional contexts, affecting the relevance and applicability of certain
knowledge [6].
2.1. Instruments for Measuring Sustainability Knowledge
As mentioned above, several tools, including surveys and structured interviews, have
been created to gauge sustainability literacy. Leiva-Bronde et al. [6] briefly summarized
the main tests for assessing sustainability knowledge. One of the most widespread tools
is the sustainability literacy test or the so-called Sulitest [7], which is used by universities,
businesses, organizations, NGOs, citizens, etc., to evaluate and raise people’s awareness
and understanding of sustainability [7,8]. The questionnaire includes a set of global core
questions that are drawn from a test bank and a set of questions that are customized for
the particular testing site [9]. Another test, which is also among the most widespread ones,
is the Assessment of Sustainability Knowledge or the so-called ASK test, which covers all
three dimensions of SDGs: environmental, economic, and social [10–13].
In 2011, four sustainability competences were defined by the Conference of Rectors of
Spanish Universities. These key competencies are (1) the ability to critically apply knowl-
Sustainability Literacy as a Key to a Better Future: A Look at
Higher Education
Ajda Fošner
Faculty of Management, University of Primorska, Izolska vrata 2, 6000 Koper, Slovenia;
Abstract: This study examines the sustainability knowledge of Slovenian students across
environmental, social, and economic dimensions through an enhanced version of the
ASK test. The results of 314 fully completed tests highlight foundational awareness
of environmental impacts and sustainable development but also significant gaps in
understanding the effectiveness of various sustainability practices. With a performance
stratification analysis, educational gaps are identified, suggesting the need for curricu-
lum adjustments. Moreover, using the ANOVA test, it is shown that students’ academic
levels and fields of study significantly affect their sustainability knowledge, underscor-
ing the need for targeted educational approaches to better prepare students for future
sustainability challenges. This study contributes to the ongoing discourse on enhancing
sustainability education, providing valuable insights for educators and policymakers
striving to enhance curricular effectiveness.
Keywords: sustainability knowledge; ASK test; environmental domain; social domain;
economic domain
1. Introduction
Every day, we face more and more environmental, social, and economic challenges. In
2015, the European Environmental Agency identified 11 megatrends that are expected to
change the world in the coming decades [1]. One of these global megatrends is certainly
the increase in the world’s population. Namely, it is expected that there will be more than
Academic Editor: Giulio 9.6 billion people on Earth by 2050. The population will continue to age, the number of
Mario Cappelletti
young people with higher education will increase, and they will change their consumption
Received: 3 January 2025 patterns. By 2050, 70% of people will live in cities, health challenges will increase, and
Revised: 16 January 2025
technological changes will accelerate. The competition for natural resources will increase, as
Accepted: 20 January 2025
Published: 25 January 2025
well as competition for land, and climate change will cause more and more floods, droughts,
and other extreme phenomena. Global trends will have a strong impact on necessities such
Citation: Fošner, A. Sustainability
Literacy as a Key to a Better Future: A
as water and food. We can only wonder what the next three decades will bring, as the
Look at Higher Education. OECD (Organization for Economic Co-operation and Development) asked ten years ago
Sustainability 2025, 17, 987. https:// in its environmental forecast until 2050 [2]. These trends, such as increasing urbanization,
doi.org/10.3390/su17030987 technological advancements, and intensified competition for natural resources, provide a
Copyright: © 2025 by the author. critical backdrop for exploring sustainability knowledge.
Licensee MDPI, Basel, Switzerland. Education plays an essential role in fostering a sustainable society. It not only shapes
This article is an open access article individual values, behaviors, and worldviews, which are crucial for cultivating a culture
distributed under the terms and of sustainability, but it also contributes significantly to the development of competencies,
conditions of the Creative Commons
concepts, and tools necessary to combat climate change and curtail unsustainable practices.
Attribution (CC BY) license
(https://creativecommons.org/
For example, incorporating sustainability education into school curriculums can equip stu-
licenses/by/4.0/). dents with the knowledge and skills needed to innovate and implement green technologies.
Sustainability 2025, 17, 987 https://doi.org/10.3390/su17030987
,Sustainability 2025, 17, 987 2 of 20
Furthermore, universities offering courses and degrees focused on environmental science
and sustainable development can prepare future leaders to make informed decisions that
prioritize ecological balance. Such educational initiatives underscore the transformative
power of learning about and promoting environmental stewardship and advocating for
policy changes that support a sustainable future.
By promoting education and training, the European Commission is trying to familiar-
ize individuals with the advantages and opportunities of the transition to a low-carbon
society so that they will know how to use and take advantage of them. In addition to
the European Green Deal, there is a growing number of newer documents that contain a
competence framework to help acquire knowledge about climate change and sustainable
development. Examples are the European program of knowledge and skills for sustain-
able competitiveness, social justice, and resilience [3] and GreenComp—the European
competence framework in the field of sustainability [4].
Here, it is important to highlight the Eco-Schools program [5], which is the only
internationally recognized environmental education initiative, aligned with the criteria
set by the Foundation for Environmental Education (FEE), which aims at fostering and
enhancing awareness of sustainable development among children and students through
their educational programs and active participation in the local community. Annually,
the most successful schools are awarded with the Green Flag, which not only recognizes
schools’ commitment to environmental stewardship but also encourages the integration
of sustainability into educational practices and the broader community, reinforcing the
program’s mission to cultivate a sustainable future through education.
Measuring sustainability knowledge is crucial for effectively promoting sustainable de-
velopment. By measuring sustainability knowledge, gaps can be identified, which can help
educators refine education programs. Namely, several sustainability practices have often
been misunderstood or inadequately addressed. For example, the general public commonly
overestimates the impact of recycling programs without adequately recognizing the more
significant benefits of reducing consumption at the source. Furthermore, the importance
of sustainable agricultural practices is often underestimated, particularly in terms of their
role in combating climate change and preserving biodiversity. This study acknowledges
these gaps and aims to contribute to a more nuanced understanding by exploring how
well students grasp these complex issues, thus informing future educational strategies to
address these persistent misunderstandings. Understanding the public’s sustainability
knowledge can inform the development of policies and initiatives that promote sustainable
practices. In the end, measuring knowledge can highlight areas where increased awareness
could lead to more sustainable behaviors among individuals and communities.
Upon reviewing the existing literature, a significant gap was identified in the measure-
ment of student knowledge concerning sustainability across the environmental, social, and
economic dimensions. Notably, no such study has yet been conducted in Slovenia. Therefore,
the sustainability knowledge of students at eco-faculties in Slovenia was analyzed using a
revised Assessment of Sustainability Knowledge, the so-called ASK test. This study aims to
bridge this research gap and provide a comprehensive understanding of how well students
are prepared to tackle sustainability challenges from a multidimensional perspective.
Moreover, the following two hypotheses were formulated, which are essential for
understanding how different academic factors influence student success on the ASK test.
H1. The level of study significantly influences students’ success in solving the ASK test.
H2. The field of study significantly influences students’ success in solving the ASK test.
, Sustainability 2025, 17, 987 3 of 20
H1 is based on the premise that higher academic levels may correspond to greater
maturity and a deeper understanding of complex sustainability issues, potentially leading
to better test results. H2 posits that students from different fields of study may have
different foundational advantages in understanding sustainability concepts. These two
hypotheses aim to reveal how structural and pedagogical differences among programs
and levels of study affect students’ sustainability knowledge, which is needed for shaping
educational practices aimed at enhancing better sustainability literacy. An Analysis of
Variance (ANOVA) was used to test H1 and H2.
2. Measuring Sustainability Knowledge
Sustainability knowledge includes understanding the interconnection between environ-
mental, social, and economic factors that contribute to long-term ecological balance, social
equity, and economic feasibility. It involves awareness of sustainability issues, challenges, and
solutions. Sustainability knowledge is categorized into the following three domains:
• Environmental knowledge: Understanding ecological processes, biodiversity, natural
resource management, and environmental protection.
• Social knowledge: Awareness of social equity, community development, cultural
diversity, human rights, and ethical considerations.
• Economic knowledge: Understanding sustainable economic practices, corporate social
responsibility, sustainable development goals, and the economics of natural resources
and environmental policy.
Measuring sustainability knowledge is essential for understanding how well indi-
viduals and/or groups comprehend the principles and practices of sustainability. This is
important in various contexts, including education, business, and community development.
It helps identify knowledge gaps, inform education and policy, and promote behaviors that
contribute to sustainability.
The most common methods used for testing individuals’ knowledge about sustainability
topics are surveys and questionnaires. Qualitative methods to explore deeper insights into
people’s understanding and perspectives on sustainability are interviews and focus groups.
There are also several challenges in measuring sustainability knowledge. Firstly,
individuals’ perceptions and interpretations of sustainability can vary, influencing how
knowledge is understood and applied. Furthermore, it is challenging to develop a com-
prehensive assessment tool since sustainability encompasses a wide range of topics across
different disciplines. Moreover, sustainability issues and priorities can differ significantly
across cultural and regional contexts, affecting the relevance and applicability of certain
knowledge [6].
2.1. Instruments for Measuring Sustainability Knowledge
As mentioned above, several tools, including surveys and structured interviews, have
been created to gauge sustainability literacy. Leiva-Bronde et al. [6] briefly summarized
the main tests for assessing sustainability knowledge. One of the most widespread tools
is the sustainability literacy test or the so-called Sulitest [7], which is used by universities,
businesses, organizations, NGOs, citizens, etc., to evaluate and raise people’s awareness
and understanding of sustainability [7,8]. The questionnaire includes a set of global core
questions that are drawn from a test bank and a set of questions that are customized for
the particular testing site [9]. Another test, which is also among the most widespread ones,
is the Assessment of Sustainability Knowledge or the so-called ASK test, which covers all
three dimensions of SDGs: environmental, economic, and social [10–13].
In 2011, four sustainability competences were defined by the Conference of Rectors of
Spanish Universities. These key competencies are (1) the ability to critically apply knowl-
