Identifying the factors for sustainability learning performance.

Abstract The recent launch of several important international education initiatives designates a future for education that moves away from educational achievements largely based on access and attainment and advances a more qualitative and transformational approach. With this change, the debate on developing tools and approaches to measure quality education that is framed more holistically and capable of offering practical solutions (as found in education for sustainability) is gaining traction. This paper presents the identification of important learning elements and corresponding characteristics that support effective sustainability learning performance and presents the sustainability learning performance framework (SLPF) as a contributing tool for qualitative assessment and guidance and for enhancement of especially sustainability-based quality education/learning. The SLPF was developed from the findings of a study - presented in this paper - to identify the key educational and learning characteristics that lead to effective achievement of education for sustainable development. This research utilised an action-reflection cycle that incorporated examining exemplars of learning performance in combination with a dynamic review of educational/learning theories. The theoretical review was based primarily on a literature review, while the "action" component was collected in the form of case studies from several regional centres of expertise in Asia. The aim was to establish the efficacy of the present practice cases and simultaneously differentiate the essential constituents of education for sustainability that bring about effective learning performance and for future implementation. Furthermore, the SLPF elucidates its contribution to education policy formulation including its linkage with important educational goals across the formal education sector in the implementation and strengthening of sustainability-based quality education. The framework thus serves as a practical approach to contributing to the strategic translation of the 2030 Education Agenda and into effective education and teaching for tangible learning performance outcomes. Highlights • Education needs new tools/approaches to measure qualitative, student-centred progressive education. • The SLPF is a qualitative tool for identifying the key learning characteristics for effectiveachievement of ESD. • It was developed by action-reflection cycle between sustainability education theory and practice. • It aims to contribute to establishing the efficacy of learning performance of present and future practice cases. • It elucidates its contribution to education policy and links with important educational goals. [ABSTRACT FROM AUTHOR]