Assessing Students’ Self-Perceived Eco-Social Competences in Higher Education: A Rubric-Based Approach to Sustainability and Global Competence

Abstract

This study analyses changes in university students’ self-perceived eco-social competences through active methodologies linked to holistic sustainability and human rights. A multidimensional rubric based on the KNOW–CARE–DO model was applied to assess four eco-social competences: (1) critical contextualisation of knowledge in relation to social, economic, and environmental issues; (2) respect for human rights, diversity, equity, a culture of peace and participation; (3) undertaking actions for the common good and sustainable development; and (4) the application of ethical principles linked to sustainability and human rights. A pre-experimental design incorporating pre-test and post-test measurements was used. The study involved 61 students from universities in Spain, Colombia, and Italy. An open-ended question was included to complement the quantitative data. The results indicate significantly higher self-perceived competence scores at post-test than at pre-test, particularly in the critical contextualisation of knowledge. The rubric demonstrates acceptable-to-high internal consistency, although further psychometric validation is required.