This study examines sustainability competencies among primary education students in Spain, focusing on gender differences and the relationships between knowledge, attitudes, and skills. Using an ex post facto design, data were collected through a questionnaire administered to 649 students aged 10–13 from 10 public schools. The results show no significant gender differences in sustainability competencies, aligning with research on primary students but differing from studies on older populations that report gender-based differences in environmental knowledge and attitudes. This suggests that gender socialisation and cultural influences may become more relevant as students age. Significant, low, and positive correlations were identified between knowledge and attitudes, as well as knowledge and skills, suggesting modest relationships among these dimensions. These findings are consistent with the ‘knowledge-action’ gap. The findings underline the need for future-oriented and action-based educational strategies to strengthen students’ agency.
Cebrián et al. (Sat,) studied this question.