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Purpose This paper sets out to discuss the commonalities that can be found in learning outcomes (LOs) for education for sustainable development in the context of the Tbilisi and Barcelona declarations. The commonalities include systemic or holistic thinking, the integration of different perspectives, skills such as critical thinking, change agent abilities and communication, and finally different attitudes and values. Design/methodology/approach An analysis of LOs that are proposed in the Tbilisi and Barcelona declarations is conducted, showing specific issues for the commonalities presented. Examples of LOs from Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM) in Mexico, as well as various associations from the USA is shown. A brief discussion is done on the means to achieve these LOs and learning evaluation. Findings In the example sets of LOs shown, the commonalities presented in the paper's first section appear in the LOs proposed by the institutions. Based on current knowledge and perception, sustainability is properly addressed in the examples. Practical implications The paper can be used to foster a wider discussion and analysis of LOs for sustainability education, also further work on teachers' capacity building for sustainability, as well as the assessment needed for future professionals in higher education institutions. Originality/value The paper presents the onset of discussing and comparing commonalities among higher education institutions regarding sustainability LOs.
Svanström et al. (Fri,) studied this question.