Developing of the sustainability competencies instrument for pre-service biology teachers

This study constructs and validates an instrument for evaluating sustainability competencies in higher education, particularly within the context of education for sustainable development. The instrument assesses knowledge, attitudes, and values critical for tackling sustainability challenges. The creation involved expert evaluations and a comprehensive survey of 644 pre-service biology teachers in Indonesia. The analysis employed exploratory factor analysis and confirmatory factor analysis, leading to the identification of seven essential competency dimensions: systems thinking competency, anticipatory competency, normative competency, strategic competency, collaboration competency, self-awareness competency, and problem-solving competency. The analysis categorized these into two primary factors: social competence and collaboration, and critical thinking and sustainable action. The instrument demonstrated reliability and construct validity, evidenced by a Cronbach’s alpha value of 0.88, indicating its robustness. This instrument is a valuable resource for incorporating sustainability competencies into higher education programs and curricula. Future research should implement this in diverse educational settings and integrate qualitative methods to enhance the understanding of sustainability competency development.