Assessing competency development in transformative teaching – a real-world lab case study on sustainability self-experiments

$\textbf{Purpose}$
The “Framework of Key Competencies in Sustainability” (KCS framework) is a central concept in higher education for sustainable development (HESD) studies. It describes a set of competencies to contribute to sustainability transitions. Its applicability has, however, not sufficiently been tested in real-life settings or fully operationalised. In particular, this study aims to focus on the under-explored link between competency development and teaching practice in transformative settings such as real-world labs. It addresses this gap by capturing the learning impacts in the case of a transformative teaching format applying the KCS framework.

$\textbf{Design/methodology/approach}$
To foster sustainability competencies in students, HESD must move towards transformative, problem-based and experiential learning, for example, using real-world labs (RWLs) as transformative learning environments. This case study therefore uses the transformative teaching format “Sustainability Self-Experiment”, developed in the RWL “District Future – Urban Lab” to test and refine the KCS-framework. Competency development was assessed using a qualitative content analysis of students’ research journals (n = 27).
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$\textbf{Findings}$
Competency development in transformative teaching can be assessed using the KCS framework. However, gaps were identified, indicating that “action competence” requires refinement. In addition, this paper proposes adding “reflection competence” to capture experiential and reflexive learning mechanisms and introduces a “Circular Competency Model for Transformative Teaching” that aligns with an experiential learning cycle.

$\textbf{Originality/value}$
This research addresses the need to test the KCS framework empirically, both to develop it further and to bridge the only loosely connected discourses on sustainability competencies and transformative learning and teaching. Sustainability self-experiments serve as an innovative case study with a high potential for transfer. The resulting circular competency model supports transformative teaching formats in HESD through operationalising their educational impacts, as well as enhancing the discourse on RWL impacts.