Structure of Competences of Lublin University of Technology Students in the Field of Sustainable Development

Abstract

The research method is a diagnostic survey, and the tool is a self-assessment questionnaire. The conceptualization of sustainable development competences adopted in the study is the ability to shape future scenarios through active participation in modeling and transforming society towards sustainable practices. The eight competences of de Haan were adopted as research frames. Students of managerial and technical faculties were surveyed. Findings: The structure of the competences examined is partially different from that presented in the literature. Factor analysis indicates two broad groups of competencesmultidimensional approach to problems and reflexivity. The structures of competences in separate groups differ from each other. In the managerial group there is a critical perception of oneself and the world and a multidimensional approach to problems, while in the group of students of technical facultiesa cooperative and multidimensional approach to problems, as well as contesting and forecasting. Moreover, some students from the management group (marketing and market communication) and students of technical faculties differ in terms of cooperation competences. Practical Implications: The results of the study enable the introduction of content and methods into the study curricula to increase competences in the field of sustainable development. Originality/Value: The contribution is the research-based indication that students of different fields of study within one university have a different competence structure in the field of sustainable development.

Students’ learning sustainability – implicit, explicit or non-existent: a case study approach on students’ key competencies addressing the SDGs in HEI program

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Sustainable Development Competences of Engineering Students in Light of the Industry 5.0 Concept

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