Developing action competence for sustainability – Do school experiences in influencing society matter?

Abstract

In terms of developing students’ action competence when it comes to sustainability, the research literature highlights the importance of sustainability action taking in education for sustainable development. However, few studies have statistically investigated the relation between sustainability action taking and students’ action competence. Recognising the importance of action taking in education for sustainable development, this study investigates school experiences in influencing society as one important aspect of sustainability teaching and learning that promotes students’ action competence. We surveyed 902 students across three upper secondary schools situated within the same county municipality in Norway. One instrument measured the students’ school experiences in influencing society, and another assessed the students’ self-perceived action competence defined as i) knowledge of action possibilities, ii) confidence in one’s own influence, and ii) willingness to act. A structural equation model showed that school experiences in influencing society have a positive relation with all the action competence factors, supporting previous research that highlights the importance of taking action with regard to sustainability as a part of education for sustainable development. The findings indicate that providing students with opportunities to influence society can foster their development of action competence for sustainability.