Sustainability literacy assessment: Systematic review and implications for instrument development Shinta Purnamasari*, Rani Sumiati Hasanah
Science Education Study Program, Garut University
Jl. Prof. K.H. Cecep Syarifudin d/h Jl. Raya Samarang No. 52A, Garut 44151, Indonesia
*shintapurnamasari[at]uniga.ac.id
Abstract
Sustainability literacy is a critical 21st-century competency that encompasses the integration of knowledge, skills, attitudes, and behaviors to support sustainable development. Despite its global recognition, sustainability literacy assessment remains inconsistent in the dimensions measured, the types of instruments employed, and the implementation strategies applied. This study conducts a systematic literature review using the PRISMA protocol, analyzing 22 peer-reviewed articles published between 2014 and 2025, retrieved from the Scopus and Web of Science databases, and representing diverse educational contexts across multiple countries. The inclusion criteria were (i) studies that explicitly assessed sustainability literacy and (ii) articles providing a clear description of the assessment instrument. Data were coded and categorized according to the sustainability literacy dimensions assessed, instrument formats, educational contexts, and implementation strategies. The findings reveal that the majority of instruments focus on the Knowledge-Attitude-Behavior (KAB) framework, with quantitative surveys as the predominant assessment format. Qualitative approaches, authentic assessments, and the integration of digital technologies remain underutilized. This review underscores the urgent need to develop comprehensive, contextually relevant, and adaptive instruments through mixed-methods approaches that combine the strengths of both quantitative and qualitative assessments to enhance the effectiveness of sustainability education.
Keywords: Sustainability literacy, assessment instruments, systematic literature review
