Empirical scale development of meta-competences for interdisciplinary teaching in the context of the SDGs

Purpose The purpose of this study is to empirically develop a scale of meta-competences for future graduates from higher education enabling them to address the Sustainable Development Goals (SDGs). Design/methodology/approach This quantitative study builds upon the result of a systematic literature review to empirically develop a scale of meta-competences for interdisciplinary teaching in the context of the SDGs. An online survey was conducted at an Austrian university for continuing education. In total, 1,204 lecturers were contacted and 18% responded. Factor analysis was applied to develop the scale. Findings This research developed a scale with six meta-competences including inter-relation, normative, domain-specific, intrapersonal, nature and life and systemic meta-competence perceived as important by lecturers for future graduates to tackle the SDGs. Further results show the relationships between these six meta-competences and the lecturers’ socio-economic characteristics as well as the relevance and incorporation of the SDGs within their discipline and teaching. Originality/value This study provides an empirical scale of meta-competences across disciplines to address the SDGs. Furthermore, it allows lecturers to develop and implement interdisciplinary training of teams in either organizations, projects, or other collaborative teaching and learning settings.