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Gestão Socioambiental · A Gestão e os Objetivos do Desenvolvimento Sustentável (ODSs)

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Título

ACTING FOR SUSTAINABILITY: mapping individual competencies across life domains

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Palavras-chave

Sustainability competencies Individual competencie Sustainable development
Agradecimento: This study was supported by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) – Funding Code 001.

Autores

  • Mikaela Daiane Prestes Floriano
    UNIVERSIDADE DO VALE DO RIO DOS SINOS (UNISINOS)
  • Bruno Luis Avila Freischlag
    UNIVERSIDADE DO VALE DO RIO DOS SINOS (UNISINOS)
  • Bruno Anicet Bittencourt
    UNIVERSIDADE DO VALE DO RIO DOS SINOS (UNISINOS)

Resumo

Introdução

Global environmental and social crises demand systemic change and the transformation of individual capacities. Sustainability competencies, defined as knowledge, skills, attitudes, and values applied across diverse social contexts, emerge as essential components for fostering sustainable behaviors and enhancing individual agency in sustainability transitions.

Problema de Pesquisa e Objetivo

Despite growing interest, the literature remains fragmented regarding how sustainability competencies manifest across social spheres. This study aims to develop an analytical model that maps and categorizes these competencies according to individuals’ social roles, citizens, students, and professionals, thereby advancing beyond the narrow focus on organizational contexts.

Fundamentação Teórica

Grounded in frameworks such as Wiek et al. (2011) and UNESCO (2017), the study outlines five core categories of sustainability competencies: systems thinking, critical and anticipatory thinking, normative and intrapersonal competencies, strategic and implementation skills, and interpersonal and collaborative abilities. These competencies are approached integratively, encompassing cognitive, ethical, practical, and relational dimensions.

Discussão

The systematic review reveals contextual specificity: students exhibit creative and reflective competencies; professionals demonstrate strategic and collaborative capacities; and citizens emphasize ethical and relational engagement. While role-specific patterns exist, transversal competencies, such as empathy, critical reflection, and lifelong learning, are observed across domains. The findings underscore the importance of context-sensitive approaches to sustainability education and action.

Conclusão

The study proposes an integrative framework that recognizes the multiplicity of individuals’ social roles and the ways in which sustainability competencies are mobilized in each. By highlighting the interplay between education, work, and civic life, the model expands our understanding of how these competencies transfer and transform across contexts, offering theoretical and applied insights for sustainable practice.

Contribuição / Impacto

Theoretically, the study offers a multilevel analytical framework for understanding sustainability competencies. Practically, it informs the design of educational programs, professional development initiatives, and intersectoral public policies. Socially, it emphasizes active citizenship, intergenerational justice, and the creation of learning environments that foster ethical values and collaborative action toward sustainability.

Referências Bibliográficas

Frezza, M., & White, K. E. (2024). Promoting sustainable workplace routines: The identity and practice interdependence model. Sustainability, 16(3), 993.
UNESCO. (2017). Education for Sustainable Development Goals: Learning objectives. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000247444
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218.

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